Inclusion Strategies for General Education Teachers: A Trifold Reference

Inclusive practices have been introduced in educational settings during recent years. According to the federal Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, schools are required to provide students with identified special education needs access to a free and appropriate education (FAPE) in the least restrictive environment (LRE). The presumption of the law is that the placement of first choice is the general education classroom and that a student is only to be removed from that setting when education needs cannot be met with personalized supports and services. In other words, it is imperative that schools teach students with identified special educational needs in the general education classroom as much as possible. Elementary, middle, and high schools have strived over the past several decades to structure and support an inclusive environment for all students to have access to and success in grade level curriculum in the general educational setting. The product of this project is a six-page trifold guide for general education teachers, paraprofessionals and others interested in quality inclusive education that contains basic information about inclusion and strategies that work to support the learning of students with special needs. The trifold is significant to education in that teachers who read and use it acquire knowledge regarding inclusive practices that can help alleviate their concerns about not being fully prepared to structure learning experiences so that all students regardless of their learning styles learn in the general education classroom. Keywords: Inclusion, inclusive schooling, inclusive education, instructional strategies