Purpose of this Guide

• This guide was developed for administrators seeking to make their school more responsive to the educational needs of all students, including those with disabilities.  Our specific intent is to share information and resources that will assist administrators in the development of inclusionary practices that will ensure that all children and youth, including those with the most significant disabilities, are meaningfully included in their neighborhood schools.
   

• The guide defines inclusive practices and outlines the various models of instructional delivery and support.  It outlines the steps for developing responsible inclusive practices and the recommended training sequence and resources.

District Initiative

• Vision
  
  The Miami-Dade County Public Schools (M-DCPS) envisions that all students with disabilities will be full members in the educational process, and be provided with instructional and support programs and services in the least restrictive environment (LRE).  The overall emphasis is to improve the educational outcomes for students with disabilities by aligning and merging special education services within the context of general education reform initiatives.
  
  M-DCPS commits to ensuring that ALL students in ALL schools will be provided with the opportunities and support to  achieve the maximum potential of his/her ability.
  
  District/Division Strategic Plan
   

• Inclusive Educational Practices Defined
  
  Inclusive education is not a place, but rather a philosophy of ensuring that students with disabilities are valued members of the schools community.  Inclusive education embraces the diversity of each individual, and values ALL students for what they can do, rather than what they are unable to do.   Inclusive education is about belonging, acceptance, and the celebration of each person’s uniqueness.
  
  Inclusive educational practices are academic and social/behavioral supports and strategies provided to students with disabilities in the general education classroom.   Student with disabilities are full members of general education classrooms and attend school within or in close proximity to their neighborhood.  Students with disabilities are not routinely “pulled out” of the general education classroom to have their needs met, but rather, supports and services are provided in the general education setting to the maximum extent possible.
   

• Rationale
  
  The Individuals with Disabilities Education Improvement Act (IDEIA) requires that ALL students with disabilities receive services in the least restrictive environment (LRE).
  
  IDEIA requires that ALL students have access to the general education curriculum and environments.
  
  Students with disabilities may be “pulled out” of a general education setting into a separate special education setting ONLY when with supports and services, as outlined on the student’s individual educational plan, the student’s education cannot be achieved satisfactorily.
  
  IDEIA requires that students with disabilities (SWD) have the same rights as general education students to be included in state/local standards, assessments, and accountability systems.
  
  In 2002, The M-DCPS was placed under a Florida Department of Education Continuous Improvement/Focused Monitoring Corrective Action due to a high percentage of SWD receiving special education services outside of the general education setting (i.e., a special education resource or self contained classroom).
  
  No Child Left Behind (NCLB) requires that ALL students be included in state and district assessments and accountability systems.
  
  M-DCPS strategic goals are aimed at increasing the percentage of SWD who spend 80% or more of their day with non-disabled peers and moving SWD back to their neighborhood schools.
  
  A review of data related to inclusionary practices indicates that the outcomes of SWD are improved when services are provided in inclusive educational settings.