What is Inclusion?
Inclusion is the idea that all children, including those with disabilities, should and can learn in a regular classroom. Being in an inclusive setting means that some children in the classroom may have different accommodations, aids, or supplementary services, but they ALL learn side by side with other students in their general curriculum. While we strive for all students to be in the general education setting with their general education peers, students with Autism Spectrum Disorder also need to follow their individual education plan (IEP) as well. While it is an individual by individual case, some students may only join their general education classroom for an our a day and others may be in the general education classroom for most or all of the day with accommodations and services.
It is law that children be placed in their least restrictive environment. Inclusion without any supports or accommodations is the least restrictive environment possible. When looking at a students with ASD, it is important to decipher their least restrictive environment when creating their IEP. This needs to be done carefully and with many different observations, assessments, and interviews. Each student will have their own type of inclusion into the general education curriculum and with their general education peers.
Below are some informative articles that show the benefits that inclusion in the classroom can offer to students with ASD.
http://www.learnnc.org/lp/editions/every-learner/6692
This site describes different inclusion strategies for students with Autism Spectrum Disorder. It also includes an informational video.
http://www.scerts.com/docs/Inclusion%20Notebook_Rev%206.12.pdf
This is an issue from The Inclusion Notebook that discusses the benefits and history of inclusion in the general education curriculum with general education peers and students with ASD.
http://journals.lww.com/topicsinlanguagedisorders/Abstract/2003/04000/Inclusion_of_Learners_with_Autism_Spectrum.5.aspx
In this schollarly article titles, Inclusion of Learners with Autism Spectrum Disorders in General Education Settings, by Simpson, Richard L. EdD; de Boer-Ott, Sonja R. MA, BCBA; Smith-Myles, Brenda PhD, the pros and cons of inclusion in the general education setting with students with ASD are discussed. It also gives a brief history of autism spectrum disorder as well as some history about Inclusion.
It is law that children be placed in their least restrictive environment. Inclusion without any supports or accommodations is the least restrictive environment possible. When looking at a students with ASD, it is important to decipher their least restrictive environment when creating their IEP. This needs to be done carefully and with many different observations, assessments, and interviews. Each student will have their own type of inclusion into the general education curriculum and with their general education peers.
Below are some informative articles that show the benefits that inclusion in the classroom can offer to students with ASD.
http://www.learnnc.org/lp/editions/every-learner/6692
This site describes different inclusion strategies for students with Autism Spectrum Disorder. It also includes an informational video.
http://www.scerts.com/docs/Inclusion%20Notebook_Rev%206.12.pdf
This is an issue from The Inclusion Notebook that discusses the benefits and history of inclusion in the general education curriculum with general education peers and students with ASD.
http://journals.lww.com/topicsinlanguagedisorders/Abstract/2003/04000/Inclusion_of_Learners_with_Autism_Spectrum.5.aspx
In this schollarly article titles, Inclusion of Learners with Autism Spectrum Disorders in General Education Settings, by Simpson, Richard L. EdD; de Boer-Ott, Sonja R. MA, BCBA; Smith-Myles, Brenda PhD, the pros and cons of inclusion in the general education setting with students with ASD are discussed. It also gives a brief history of autism spectrum disorder as well as some history about Inclusion.