Inclusive Education in the SFUSD
(This document was prepared to address the frequently asked questions that have been generated following the release of the report entitled, "Establishing an Inclusive Educational System in the SFUSD")
- What is inclusion? Inclusion is a term that refers to educating students with disabilities in general education classrooms, alongside their peers. Necessary supports and services are provided in the student's regular classroom. Inclusion is one of several placement options that the San Francisco Unified School District offers for students with Individual Education Plans (IEPs). This option is available to any student who has an IEP regardless of their disability label.
- Why should SFUSD provide inclusive education? The final regulations accompanying the Individuals with Disabilities Education Act (IDEA), re-authorized in 1997, state very clearly, "The 1997 Amendments shifted the focus of the IDEA to one of improving teaching and learning, with a specific focus on the Individualized Education Program (IEP) as the primary tool for enhancing the child's involvement and progress in the general curriculum."
- Who benefits from inclusion? What about non-disabled students? The research and evaluation data on inclusion indicate a strong trend toward improved student outcomes (academically, socially, and behaviorally) for both the individual student and their non-disabled peers. There is little evidence in the research to support superior student outcomes as a result of placement in segregated settings. Additionally, teachers benefit from the additional supports, collaborative planning and instruction, that must be a part of inclusive education.
- What is the difference between inclusion and mainstreaming? As the SFUSD Board of Education stated in its revised 1995 policy:
- What is the status of inclusion in SFUSD? In 1994, SFUSD began an Inclusion Program, which initially provided inclusive education for four students at two schools, all of whom had severe disabilities. The Program has expanded substantially since that time. Currently 280 students are included in general education at 36 elementary, middle, and high schools, 30% of whom have mild or moderate disabilities.
- What is the difference between the current Inclusion Program and an Inclusive Education System as proposed in the report, "Establishing an Inclusive Educational System in the SFUSD"? The report outlines recommendations to utilize the Inclusion Program as a foundation on which to build a more inclusive District, which supports all of its students, those with disabilities and those without. This will require fundamental changes in the ways that special and general education staff and administrators work together.
- What are the main points in the report? A six-page Executive Summary is available that summarizes four areas of the 75 page report:
- How will current roles and responsibilities change? What support will be provided? Specific job descriptions are not a part of the report, although it does describe the ways in which different departments and staff will work together. All staff will receive supports in terms of professional development, collaborative assistance in the assessment, planning, and instruction of students, and the necessary time and resources to integrate both successfully.
- How will the expertise of special educators (teachers, bilingual teachers, psychologists, speech/language specialist, etc.) be utilized in an Inclusive Educational System? An inclusive education system places great emphasis on utilizing a consultative model, where classroom teachers, specialists, and families work closely together to better support each other and to better serve the students they are jointly serving. Consultation may involve collaborative (team) teaching, and collaborative planning time is essential.
- Aren't children with disabilities the responsibility of the Special Education Department? The Individuals with Disabilities Education Act (IDEA) '97 mandates that children be given an appropriate education in the "least restrictive environment". When appropriate education can be provided, the least restrictive environment is the general education classroom. It is the District's responsibility to educate all of its students. Special education can no longer be looked at as a "separate place" to educate children with its own set of problems or issues, nor can the responsibility to educate children be divided among departments. For students with disabilities placed in general education classrooms, their special education classroom support will be provided in such ways as having personnel provide direct instruction, co-teach, develop instructional adaptations, as well as through consultation and participation in collaborative planning.
- What will an inclusive classroom look like? Inclusive classrooms will not all look the same. There are however some similarities that will be consistent across all inclusive classrooms. There will be students with a wider range of abilities and needs. In addition to the general education teacher, there will be other staff members (such as paraprofessionals, RSP teachers, special education teachers, and specialists) in the classroom to directly assist students, consult and collaborate with teachers and other staff members, and to participate in co-planning and team teaching.
- Is every child going to be included? What about the students who need specialized services and supports? It is the goal of SFUSD to be able to offer inclusive education, with necessary supports, to all students. Some students may need to receive instruction and support that takes place outside the general education classroom (including Special Day Classes). Students who need specialized services and supports, either within the general education classroom or in other educational placements, will receive them as SFUSD will continue to offer the full continuum of services and placements to all its students.
- Will each included student have their own 1:1 paraprofessional? Each included student will not automatically receive 1:1 paraprofessional help. The degree of individualized support that students' receive, including paraprofessional assistance, will be determined by their IEP team. In inclusive classrooms, paraprofessionals play an important collaborative role, which benefits the entire class. Paraprofessionals work to implement instruction and adaptations as designed by the special education teacher and with the student's planning team.
- What are the criteria for inclusion?As with all decisions regarding educational planning and placements for children with disabilities, appropriate options will be discussed at IEP meetings. Families and staff will review classroom materials and assessment measures to determine individual needs and match them with appropriate District resources. As District capacity is built, the goal is to be able to offer the benefits of inclusive education to as many students as possible.
- Do "included" students take the same tests? Modifications to testing procedures or assessment measures may be stipulated in a student's IEP. If there are no required modifications or accommodations mandated by the IEP, then included students should be tested in the same manner as their classmates.
- What should be done when a child with behavioral problems acts up in the classroom? No single method for helping children with behavioral difficulties is effective for all students, nor are these problems faced solely by students with disabilities. It is the District's goal to provide professional development in these areas, and to work with sites to plan professional development that will meet arising and ongoing staff needs. Teachers will also receive support and assistance from their peers, including special educators and specialists, many of whom will be experienced in dealing with these types of issues.
- Will every option be offered at every school? No, it would be impossible to offer every option at every school. Instead, programs – both inclusive and pull-out - will be implemented based on such factors as student demographics, location of schools, and District resources, including personnel and space. It is the goal of SFUSD to be able to offer appropriate educational services for each student at their home school. If that is not possible, every effort will be made to serve students through a range of options made available at sites located in every quadrant of the city.
- Isn't inclusion more expensive? While implementing new initiatives does require funding and resources, the elimination of dual general and special education systems will undoubtedly be more efficient and cost-effective in the long run. Projected budgets are not yet available.
Mainstreaming occurs when students whose primary placement is in a special day class attend and participate in general education classrooms for some segment of the instructional day, with varying levels of specialized supports and services necessary to meet their IEP goals.
Inclusion occurs when students with disabilities have their primary placement in chronologically age appropriate general education classrooms where they receive necessary specialized supports and services.
Inclusive Classrooms that will be able to meet the educational needs of all students;
Organizational Changes that will be necessary to support inclusive education;
Professional Development that will be necessary to support staff in the skills, planning, and collaboration that will be needed to support students in inclusive classrooms; and
Student Success Teams that will play a more central role in ensuring appropriate modifications and supports are in place in the general education classroom, the home and community for any student.
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