5 Biggest Myths About Inclusion
Myth #1 - Behavior is a prerequisite
As Dr. Solone explains, behavior is sometimes a result of the environment or setting, and there’s no guarantee that a child’s behavior in one setting will transfer to another setting–you don’t know until you try! In the clip below, Dr. Solone lists questions that parents can discuss with their IEP team to make sure all the necessary behavior supports for gen ed placement are included in the child’s IEP.
Myth #2 - Academic achievement is a prerequisite
School administrators and staff may suggest that a child’s placement should be based on their test scores, but that isn’t true! As Dr. Solone explains, research shows that children with significant support needs can thrive in inclusive settings. Watch this clip for Dr. Solone’s advice about tools that parents can discuss with the IEP team to make classrooms more accessible (like Universal Design for Learning).
Myth #3 - The school doesn't do inclusion
Dr. Solone says that for most students, the gen ed classroom is the least restrictive environment when it comes to placement. If you’re told by a school that they can’t offer an inclusive gen ed placement, follow Dr. Solone’s tips in the clip below for ways to open a discussion about making it possible.
Myth #4 - Your child won't get anything out of it
Inclusion doesn’t mean the child is just physically present in the gen ed classroom–it means they have access to the same curriculum as their peers. In the clip below, Dr. Solone explains the nuances of this difference, and she tells the story of one of her students who grew by leaps and bounds by engaging with his gen ed peers.
Myth #5 - Interventions can't occur in gen ed classrooms
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