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Published April 2021 Filed in Autismcategory

Self-Paced Course: ASD and Inclusive Practices for All

“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)
Graphic that demonstrates the difference between exclusion, segregation, integration, and inclusion.  Exclusion has dots isolated outside of the circle; segregation has dots within their own small circle outside of the large circle; integration has dots within their own small circle inside the large circle; inclusion has the small dots mixed in with all the dots within the large circle.

“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

Tags: ASD, Autism, EBP, Inclusion

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