Best Practices in Including Center Program Students in the ...



Best Practices in Including Center Program Students in the Regular Classrooms

DPS Special Education Center Programs

| |Getting Started |Developing |Highly Effective |

|Special Educators collaboration |Meets the staff |Limited contact with inclusion |Initiates and develops relationships with regular educator |

|with Regular Educators |Inclusive practice limited to |teachers |for the purpose of mainstreaming/including center program |

| |specials |Limit inclusive experiences to |students in all classrooms |

| |Interaction with regular educators |occasional visits |Carefully matching regular educator teaching style with the |

| |only when reacting to emergencies |Limited knowledge of regular |individual student |

| |Limited knowledge on the inclusive |education lessons that are being |Developing lessons and possible modifications in conjunction |

| |possibilities within the school |taught |with the regular education teacher so that lessons will be |

| | |Shares knowledge of IEP information |appropriate for students |

| | |with regular educator |Create peer-helpers, pairing a regular education student with|

| | |Inclusion with a plan for emergencies|the student from the center program |

| | |only |Role play the new environment with the regular educator and |

| | | |the student |

| | | |Thoroughly prepare the regular educator for student: over |

| | | |view of IEP, special needs and issues, contingency plan |

| | | |Collaborate with regular educator on grades and assessments |

|Preparing student for inclusion |Students are mainstreamed, however |Students are mainstreamed with |Students are exposed in appropriate social/behavior skills |

| |there is no structured preparation |limited preparation |before entering regular classroom |

| |for this placement |Student is aware of a basic |Students are exposed in appropriate communication and self |

| |Teacher does not plan ahead or |contingency plan is established to |advocacy skills before entering regular classroom |

| |prepare student for inclusive setting|deal with emergencies |Students are exposed in the steps included in the contingency|

| | |Student has only a limited exposure |plan—with an emphasis on proactive choices |

| | |to classroom curriculum and materials|Student is exposed in the rituals and routines of the regular|

| | | |classroom before entering. |

| | | |Students are familiar with the classroom environment (i.e., |

| | | |curriculum and materials) before entering the regular |

| | | |classroom |

| | | |Students are give multiple, supervised opportunities to |

| | | |interact in the regular classroom before they are asked to |

| | | |participate independently |

3/1/05 Denver Public Schools Department of Student Services

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