“Inclusion involves a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences.”
(Hehir et al., 2016)
“Unpacking” Inclusion
If we take a moment to “unpack” this definition, we find that inclusion requires
- action throughout an organization,
- adjusting teaching methods,
- providing strategies,
- and breaking down barriers;
in an effort to provide ALL students with
- equity in learning,
- opportunities for active participation in their learning,
- and an educational environment that is compatible with not only their needs but also with their strengths and interests.
Supporting Inclusion Through Knowledge and Action
ASD and Inclusive Practices for All was designed to provide information on the characteristics of ASD and to provide an introductory look into practical and actionable ways educators can help break down the barriers to inclusion for ALL students, not just those with ASD.
It is a free, self-paced course and is appropriate for anyone working in the educational setting, including special education teachers, general education teachers, paraprofessionals, and administrators. Upon completion of the course, participants will receive a certificate for 3 hours of continuing education. Register for a free account from TTAC ODU to access the course.
References
Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Burke, S., & Borquaye, Y. (2016, August). A Summary of the Evidence on Inclusive Education. Cambridge, MA; Abt Associates. Retrieved from https://www.abtassociates.com/sites/default/files/201903/A_Summary_of_the_evidence_on_inclusive_education.pdf
