In fact, students with disabilities are general education students first, with nearly two ‐ thirds of students with disabilities spending at least 80 percent of their
time in a general education setting.
One of those outcomes calls on the district to increase the time disabled students
spend in a general education setting and decrease the number of students attending classes at isolated special education centers.
In order for the lessons learned from
SEL in general education settings to benefit special education, existing interventions must be modified to better reach these students and to more seamlessly fit within the curriculum their teachers are already employing.
In other words, students with disabilities must be
included in general education settings to the maximum extent possible, but they do not have to be included when inclusion does not meet their particular needs.
This means students with a disability must be educated in a general education environment unless their disability dictates that supplemental
services in a general education setting will not meet their needs.18
The most important recommendation is to work closely and collaboratively with the child's special education team and use the same techniques, strategies, and
tools in the general education setting that are being used with the student in the special education setting.
The VDOE would like to recognize outstanding schools and / or educators who have developed programs that have been designed to ensure students with disabilities, especially those with more significant academic and behavior needs, have access to inclusive education with their
peers in general education settings through a new initiative called the «Inclusive Practice Partnership Project.»
Students in the D / HH classrooms have the opportunity to receive small group instruction and support from highly - trained teachers throughout the school day, while also
participating in the general education setting for many of their academic subjects.
The goal is to teach students the skills necessary for
success in the general education setting and to transition them, as appropriate, back to a less restrictive environment within their home school districts, competitive employment and / or independent living.
Ms. James also shows an extraordinary level of support to all of the general education teachers, helping them modify and differentiate their curriculum to enable as many students as possible to
remain in the general education setting.
Disnarda is a resource specialist teacher at Synergy Charter Academy (K - 5), where she currently works with Kindergarten, 2nd and 5th grade special education students in a co-teaching collaborative
model in the general education setting.
The plan shows that Cruz was on psychiatric medication at that time, though it doesn't specify the medication, and that he had «limited social judgment and poor insight which affects his
progress in the general education setting.»
In order for the lessons learned from
SEL in general education settings to benefit special education, existing interventions must be modified to better reach these students and to more seamlessly fit within the curriculum their teachers are already employing.
Provide accommodations and modifications for students receiving services in a general education settings
A Penn State researcher is examining the role of IEPs for students with specific learning disabilities
in general education settings.
Although an extensive body of literature documents the theoretical and practical implications of this model
in general education settings (Koehler, Mishra & Cain, 2013), few studies have explored its application with teachers in special education contexts.
Thurlow has performed research in areas including early childhood education, assessment and decision making, learning disabilities, dropout prevention, effective classroom instruction, and integration of students with disabilities
in general education settings.
Kenny spent his first few school years in a self - contained special education class because, according to an evaluation, he was «too disabled to be
in the general education setting.»
The RTI process starts with universal screening of all students
in the general education setting.
This should involve increased efforts to support more students with disabilities
in general education settings, the maintenance of high expectations for students and clear mechanisms to hold district and school leaders accountable for the performance and graduation of students with disabilities.