Council for Exceptional Children Policy Manual, 1997
 

Inclusive Schools and Community Settings

        The Council for Exceptional Children believes all children,
        youth, and young adults with disabilities are entitled to a
        free and appropriate education and/or services that lead to
        an adult life characterized by satisfying relations with
        others, independent living, productive engagement in the
        community, and participation in society at large. To
        achieve such outcomes, there must exist for all children,
        youth, and young adults a rich variety of early
        intervention, educational, and vocational program options
        and experiences. Access to these programs and experiences
        should be based on individual educational need and desired
        outcomes. Furthermore, students and their families or
        guardians, as members of the planning team, may recommend
        the placement, curriculum option, and the exit document to
        be pursued.

        CEC believes that a continuum of services must be available
        for all children, youth, and young adults. CEC also
        believes that the concept of inclusion is a meaningful goal
        to be pursued in our schools and communities. In addition,
        CEC believes children, youth, and young adults with
        disabilities should be served whenever possible in general
        education classrooms in inclusive neighborhood schools and
        community settings. Such settings should be strengthened
        and supported by an infusion of specially trained personnel
        and other appropriate supportive practices according to the
        individual needs of the child.

        Policy Implications

        Schools. In inclusive schools, the building administrator
        and staff with assistance from the special education
        administration should be primarily responsible for the
        education of children, youth, and young adults with
        disabilities. The administrator(s) and other school
        personnel must have available to them appropriate support
        and technical assistance to enable them to fulfill their
        responsibilities. Leaders in state/provincial and local
        governments must redefine rules and regulations as
        necessary, and grant school personnel greater authority to
        make decisions regarding curriculum, materials,
        instructional practice, and staffing patterns. In return
        for greater autonomy, the school administrator and staff
        should establish high standards for each child, youth, and
        young adult, and should be held accountable for his or her
        progress toward outcomes.

        Communities. Inclusive schools must be located in inclusive
        communities; therefore, CEC invites all educators, other
        professionals, and family members to work together to
        create early intervention, educational, and vocational
        programs and experiences that are collegial, inclusive, and
        responsive to the diversity of children, youth, and young
        adults. Policy makers at the highest levels of
        state/provincial and local government, as well as school
        administration, also must support inclusion in the
        educational reforms they espouse. Further, the policy
        makers should fund programs in nutrition, early
        intervention, health care, parent education, and other
        social support programs that prepare all children, youth,
        and young adults to do well in school. There can be no
        meaningful school reform, nor inclusive schools, without
        funding of these key prerequisites. As important, there
        must be interagency agreements and collaboration with local
        governments and business to help prepare students to assume
        a constructive role in an inclusive community.

        Professional Development. And finally, state/provincial
        departments of education, local educational districts, and
        colleges and universities must provide high-quality
        preservice and continuing professional development
        experiences that prepare all general educators to work
        effectively with children, youth, and young adults
        representing a wide range of abilities and disabilities,
        experiences, cultural and linguistic backgrounds,
        attitudes, and expectations. Moreover, special educators
        should be trained with an emphasis on their roles in
        inclusive schools and community settings. They also must
        learn the importance of establishing ambitious goals for
        their students and of using appropriate means of monitoring
        the progress of children, youth, and young adults.