Common use of Inclusive Practices Clause in Contracts

Inclusive Practices. 29.8.1 The successful initiation and implementation of inclusive practices in the least restrictive environment require cooperation, planning, preparation, and training of teachers and support staff. Therefore, the design and implementation of inclusive practices for individual students at specific schools or sites shall be determined through the IEP or IFSP process. The District’s Special Education Department and the Union shall consult to develop the professional development necessary to ensure the students are offered the full continuum of services as determined by their IEPs or IFSPs in the least restrictive environment. 29.8.2 All school sites will strive to establish inclusive practices in support of students with IEPs or IFSPs in the least restrictive environment. Coordinated support efforts shall be overseen by the site administrator, the content specialist, the general and special education teacher(s), the paraprofessional assigned to support the classroom or individual student(s) and other pertinent team members as specified in the student’s IEP or IFSP. 29.8.3 The parties recognize that the success of inclusive practices in meeting the needs of individual students receiving special education services within a general education setting incorporates such components as: advanced notice; consultation, as appropriate; review of IEP or IFSP documents; consideration of classroom environment(s); necessary additional training; and provisions for appropriate support services. 29.8.4 The implementation of inclusive practices shall not be utilized as a way to achieve a reduction in staff. 29.8.5 There shall be an Inclusion Support Team consisting of, but not limited to the Resource Specialists, the general education teacher, the paraprofessionals assigned to the teachers, and paraprofessionals assigned to additional classroom support as specified in the student’s IEP/IFSP.

Inclusive Practices. 29.8.1 The successful initiation and implementation of inclusive practices in the least restrictive environment require cooperation, planning, preparation, and training of special education and general education teachers and support staff. Therefore, the design and implementation of inclusive practices for individual students at specific schools or sites shall be determined through the IEP or IFSP process. The District’s Special Education Department in partnership with Curriculum and Instruction (C & I) and Student Families and Community Support Services (SFCSS) or its successor shall consult with the Union shall consult to develop the professional development necessary to ensure the students are offered the full continuum of services as determined by their IEPs or IEPs/IFSPs in the least restrictive environment. 29.8.2 All school sites will strive to establish inclusive practices in support of students with IEPs or IEPs/IFSPs in the least restrictive environment. Coordinated support efforts shall be overseen by the responsibility of the site administrator, the content specialist, the general and special education teacher(s), the paraprofessional paraprofessional(s)/paraeducator(s) assigned to support the classroom or individual student(s) and other pertinent team members as specified in the each student’s IEP/IFSP. The centralized special education staff shall be accessible for technical assistance upon request. Such assistance shall include, but not be limited to, advice, guidance, and relevant information to assure IEP or IFSPcompliance. 29.8.3 The parties recognize that the success of inclusive practices in meeting the needs of individual students receiving special education services within a general education setting incorporates such components as: advanced notice; consultation, as appropriate; time allotted for review of IEP or IEP/IFSP documents; consideration of classroom environment(s); necessary additional training; and provisions for appropriate support and services. 29.8.4 The implementation of inclusive practices shall not be utilized as a way to achieve a reduction in staff. 29.8.5 There shall be an Inclusion Support Team consisting of, but not limited limited, to the Resource SpecialistsEducation Specialist(s), the general education teacher, the paraprofessionals paraprofessionals/paraeducators assigned to the teachers, and paraprofessionals assigned to additional classroom or individual student support as specified in the student’s IEP/IFSP. 29.8.5.1 The Inclusion Support Team may seek input from parents or guardians, using the Quality Standards for Inclusive Schools in the Balanced Scorecard as a guide.