Full Inclusion. The District and the Union agree to continue negotiations on the subjects of “Full Inclusion” and DIS Aides.
Full Inclusion. 100.00. The Full Inclusion Planning Team shall determine the utilization 2 of such funds to support full inclusion at their site.
Full Inclusion. A student with a moderate to severe disability who participates for the full school day in a general education classroom is considered to be in a full inclusion placement. The student is exposed to the general education curriculum and modifications and accommodations to this program are made in collaboration with special education staff. The student is not expected to meet all general education standards but rather meet goals established by the special education staff in collaboration with the general education teacher and other IEP team members. Social skill development can be a primary benefit to the student’s participation in a full inclusion placement rather than academic achievement.
Full Inclusion. Special Day Class students who are placed full-time into a regular education classroom for whom curricular, and/or behavioral modifications are needed. Full inclusion is that special education option determined by an IEP team that places a severely handicapped student in an age appropriate regular education classroom on a full-time basis. The included student is handicapped to such a degree that significant curricular modifications are required which necessitate the collaboration of regular and special education teachers. Special Education services which these students require will still be provided, i.e. hearing aids, Braille machine, etc. There is no prerequisite for the student to be included in the regular classroom and the student is not expected to meet the same curricular and/or behavioral standards. Behavioral intervention documents may be utilized to assist the inclusion process. The above does not include students who are deaf/hard of hearing, orthopedically impaired, visually impaired, or other health impaired as their sole handicapping condition.
Full Inclusion. See 13.3.1 above for a definition of Full Inclusion.
13.4.1: The District shall initially seek a volunteer from the affected site before assigning a full-inclusion student to a class roster.
13.4.2: A teacher who is assigned one (1) or more full-inclusion students shall be notified as early as possible regarding the enrollment of such a student in his/her class.
13.4.3: Prior to the first day of attendance of a student previously identified by the District as a full-inclusion student, the teacher shall be informed of the student’s medical needs, receive a copy of the District’s medical emergency plan for that student and a copy of the student’s IEP. If the student is new to the District, all pertinent medical information and the IEP will be given to the teacher within five (5) days after the District receives the information from the former district.
13.4.4: The District shall provide the following to a teacher who has been assigned a full- inclusion student: ● staff development; ● appropriate curricular and adaptive instructional materials and equipment; ● support from a District specialist or resource teacher.
13.4.5: In addition, the District may offer the following to a teacher who has been assigned a full-inclusion student: ● use of a classroom aide; ● extra materials; ● transition support through release time by both the former teacher and the full-inclusion teacher.
13.4.6: The District shall count the full-inclusion student toward the class size of the regular teacher to whom the student is assigned. Unless the teacher of the full- inclusion student agrees otherwise, his/her class roster shall be the last roster to reach maximum class size for that grade level at the school site.
Full Inclusion. The District agrees not to implement full-inclusion until bargaining the impact upon bargaining unit members.
Full Inclusion. The Association and the District shall meet annually to determine the specific support that will be provided to general education bargaining unit members with identified full inclusion students for the following school year. These meetings shall commence no later than January 15, or a date mutually agreeable to both parties, to determine options for the following year.
Full Inclusion. 8.3.1. Full Inclusion students are those disabled students that have been approved through the full inclusion process of the Sonoma County Local Plan Area (SELPA) to attend regular education classes.
8.3.2. Whenever possible, any unit member assigned to a full inclusion student should receive prior notification of two or three weeks.
8.3.3. Whenever possible, the determination of class size for classes with identified full inclusion children shall be a shared responsibility between the administration and the teachers that share that grade level(s). That decision shall take into account available aide support.
8.3.4. Staff development/training may be provided and release/substitute time of one day per year may be allocated for teachers with identified full inclusion students.
Full Inclusion. 21.1 At sites with full inclusion students, the administrator shall establish a planning team comprised of selected certificated staff to develop a written plan (IEP) to accommodate the physical needs of the full inclusion student.
21.2 The Coordinator of Special Education will develop a plan for the orientation and necessary training of classroom teachers prior to the assignment of a full inclusion student. Site administrators will ensure that teachers receiving inclusion students will be provided orientation training prior to the school year in which a teacher is to receive the inclusion student. In the case of a student enrolling in mid-year, this orientation will be implemented within 30 days of placement.
21.2.1 Teachers who have been assigned an inclusion student can request to receive additional training to assist them in serving the needs of the inclusion student. The District will apprise all teachers who have inclusion students of ongoing training opportunities. Teachers who participate in training which occurs on non-duty days will be compensated at the hourly rate unless the teacher opts to receive Professional Growth Incentive (PGI) units.
21.3 The site administrator, in collaboration with the Coordinator of Special Education, may consider the need to lower class size in order to provide additional physical space due to the special needs of a full inclusion student.
21.3.1 In grades K-5 every effort will be made to place not more than one full inclusion student in a classroom.
21.4 The District will solicit volunteer teachers for placement of full inclusion students. If no teacher volunteers are forthcoming, placement of the students will follow normal procedures.
21.4.1 Classroom teachers with a special education student not identified as full inclusion but with a one-to-one paraeducator will also receive assistance from a case manager. The case manager may be a full inclusion teacher, resource specialist teacher or other qualified certificated personnel. The assistance may include but is not limited to consultation or collaboration with the case manager, release time, or a pre-approved opportunity to work outside the instructional day at the District hourly rate.
21.4.2 Assistance plans for the classroom teacher shall be developed and agreed upon between the classroom teacher and administration as part of or within the context of the student’s IEP.
21.5 Unit members shall not be required to provide any specialized physical care (except in th...
Full Inclusion. 22.1 Full Inclusion is defined as the placement of a Special Education student into the regular classroom setting who has handicaps of such a nature that s/he would normally be placed in a SELPA/County operated program in a special setting but whose parent has opted for a full inclusion placement in a regular classroom with no special education support.
22.2 Should it be determined that this type of exceptional placement will be made, the regular classroom teacher into whose classroom the student will be placed, shall be involved in the planning of the educational goals and objectives for the student as soon as is practicable. The goal is to hold the planning meeting prior to the attendance of the student in the class.
22.3 The regular classroom teacher may request to meet with the special education teachers, and the Director of Special Education to discuss the educational needs and progress of the student and to cooperatively plan for the delivery of services as defined by the student’s IEP. The IEP may specify the expenditure of funds for materials, services, and/or training.
22.4 The regular classroom teacher shall receive additional in-service training as needed to effectively carry out the student’s IEP.
22.5 The regular classroom teacher shall receive a stipend in the amount of $1,000.00 for each full inclusion student as defined in this section. Up to $250.00 of this stipend may be used for release time and/or substitute coverage. The amount of stipend shall be pro-rated based on the full inclusion student’s enrollment in the class.
