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.
Appears in 3 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
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.
Appears in 1 contract
Samples: Master Agreement
