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Now In: Resource Center | Information | What Every Educator Should Know About Inclusion, Collaboration, and the LRE

What Every Educator Should Know About Inclusion, Collaboration, and the LRE

Inclusion is a term which expresses a commitment to educate each child, to the maximum extent appropriate, in the least restrictive environment. The inclusion therapy model focuses on the rationale that the least restrictive environment (LRE) for the majority of language-disordered students is in the general education classroom rather than in a traditional pullout environment.

Collaboration addresses how the special educator and the classroom teacher work together to accomplish the goals of the struggling students. Collaborative service models elicit the talents and knowledge of multiple staff members, providing students a rich, well rounded educational environment in which to thrive. Classroom teachers, speech pathologists, resource teachers, PPCD teachers, and early childhood teachers come together with a vast range of experience to provide the optimal learning environment for those children they are cultivating.

The LRE is simply the place(s) where providing services to the student has the least impact on their overall education.

TIP: Think of inclusion from the perspective of the student - the "what": not separating them from their peers. Think of collaboration from the perspective of the educators - the "how": working together in the best interest of the student. Think of the LRE from the perspective of opportunity - the "when and where": maybe the classroom, the playground, or sometimes even one-on-one in the therapy room.

Benefits of Inclusive Education

There are countless benefits to a well structured inclusive model for children with disabilities. These include but are not limited to:

Increased motivation
Higher self-esteem
Improved communication and socialization skills
Increased academic achievement

Research demonstrates that being educated in an inclusive classroom benefits all students in the class. Their social growth is enhanced and the typical students’ academic progress is not slowed and will even be promoted in a good inclusion class. With a prepared teacher, a well-designed, student-centered curriculum and the use of effective instructional models, all students in the class will have the opportunity to learn and achieve.

Principles of Inclusion

Inclusion is based on the philosophy that not only do all children have the ability to learn, they have the right to learn and to develop relationships within their educational environment. In order for an inclusive program to provide for both academic and social needs, educators must focus on the following 5 principles when implementing an inclusive therapy model.

Assuring a positive self image
- Make it possible for students to see the strengths of each child in the class. Provide indirect instruction on building self esteem.
Building relationships with peers who are in the general education classroom
- Focus on strengthening peer relationships by encouraging students to plan, act and learn together.
Improving real life skills of communicating, cooperative working, and functional academics
- Structure inclusive therapy lessons in a manner that allows students to communicate and work together in a natural and meaningful manner while developing academic skills that are crucial in the everyday life of a student.
Participation in activities that are meaningful for all involved
- Mutually beneficial participation occurs when students have common experiences and interests. Inclusive therapy involves structuring activities in a way in which all students are able to play an important role in achieving a common goal.
Strengthen self-determination capacity
- Make sure the child knows their strengths and learns how to accommodate their weaknesses.

Characteristics of Successful Inclusion

Inclusive therapy occurs when children with disabilities participate and learn in the general education classroom with their non-disabled peers. The following elements are characteristics of successful inclusive language therapy classes:

No distinctions are made between students who have disabilities and those who do not
Focus is placed on students' strengths rather than their weaknesses
Students are distributed across all teachers
Teachers use a variety of strategies, including curriculum and instructional adaptations, peer tutoring, cooperative learning, and layered curriculum
Students with disabilities are intermingled with general education students

Common Myths or Misconceptions About Inclusive Education

While most educators are familiar with the term inclusion, studies indicate that some have opinions about inclusive education are based on unsound information. Three common myths surrounding inclusion are:

Myth #1: Separate is better.

Reality: Segregation doesn't work.

Whether children are separated based on race, ability, or any other characteristic, a separate education is not an equal education. Research shows that typical children and children with disabilities learn as much or more in inclusive classes.

Myth #2: Children must be "ready" to be included.

Reality: All children have to the right to be with other children their own age.

A child with disabilities does not have to perform at a certain grade level or act exactly like the other children in their class to benefit from being a full-time member in general education.

Myth #3. Parents don't support inclusive education.

Reality: Parents have been and continue to be the driving force for inclusive education.

The best outcomes occur when parents of children with disabilities and professionals work together. Effective partnerships happen when there is collaboration, communication and, most of all, TRUST between parents and professionals.