Why Inclusion?

Inclusion is an approach to education based on the premise that all students, typically developing students, students with disabilities, English learners, students from varying income levels and backgrounds should be accepted and valued for their unique abilities and included as integral members of the school.

Inclusion Works!

Improving Performance:

A 2022 study concluded that students with disabilities who were included in general education classrooms demonstrated positive student outcomes (Cole, Murphy, Frisby, and Robinson).

Improving Compliance:

Including students in the least restrictive environment (the general classroom) is a mandate of the Individuals with Disabilities Education Act (IDEA) and it is also better for students. California has set a goal to include 70% of students with disabilities in general classrooms for 80% or more of their day by the 2025/2026 school year.

Improved Outcomes for All:

Tiered intervention systems such as Multi-Tiered System of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), Response to Instruction and Intervention (RtI2), and Universal Design for Learning (UDL) provide a foundation for supporting and improving outcomes for all students in all classrooms. The structures and tools used to implement these frameworks are ideal for supporting inclusive practice

Are We Ready for Inclusion? YES!

Sustainable change toward meaningful inclusion for students with disabilities (SWDs) requires both vision and intentional action. While systems-level transformation can feel complex, it becomes achievable when broken into strategic, manageable steps supported by clear structures, ongoing reflection, and shared accountability. A range of tools and resources are available to guide schools in strengthening inclusive practices—ensuring that all students have equitable access to rigorous, grade-level instruction in the least restrictive environment.

One evidence-based practice that significantly advances inclusion is Universal Design for Learning (UDL). Grounded in research, UDL emphasizes proactively designing instruction to meet the diverse needs of all learners from the outset, rather than retrofitting accommodations after barriers arise. By providing multiple means of engagement, representation, and expression, educators can increase access, participation, and achievement for SWDs within general education settings.

When schools implement UDL with fidelity—alongside collaborative planning, data-driven decision-making, and ongoing professional learning—they create systems where inclusion is not an initiative, but a standard of practice.

Strategic Staffing in Special Education: Choosing the Right Model for SuccessDiscover three innovative special education staffing models to address teacher shortages and create inclusive learning environments. The Ability Challenge offers expert strategies for school leaders to maximize resources and improve student outcomes.

Facets of Inclusion

Data

IDEA - Indicator 5 is a performance measure used to track the Least Restrictive Environment (LRE) for school-aged children.

5a - 0 to 70% of the day
5b - 39% or less of the day
5c - Separate Schools

Location

Where are students educated? Are they in their least restrictive learning environment?

Take a look at academic and social opportunities for students.

Procedures

What decisions are made by IEP teams?

Consider the following:

LRE Considerations
Referral Protocols
Accomodations

How is scheduling done at the site?

Dedicated co-planning time
Inclusive lunch and recess

How are COE and LEA Policies and Procedures intertwined?

Practices

Knowledge of best practices can affect the culture of a district, site, and classroom. Some areas to consider are the following:

Inclusive Academic & Instructional Practices
Inclusive Social Emotional Practices
Inclusive Behavioral Practices

Types of Inclusive Education

Every student possesses unique learning profiles and individual needs. Selecting the appropriate inclusion model is essential to fulfill the mandate of providing a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), as outlined in CA Ed Code § 56040.1.

Full Inclusion

This model is rooted in the principle that all students belong in the general education classroom. Under full inclusion, students with disabilities—whether visible or hidden—receive all instruction alongside their non-disabled peers.

Per CA Ed Code § 56364.2, schools must ensure that students are only removed from the general education environment when the nature or severity of the disability is such that education in regular classes, even with the use of supplementary aids and services, cannot be achieved satisfactorily. If a student's progress stalls, the Individualized Education Program (IEP) team must re-evaluate the placement.

Partial Inclusion

This model balances general education participation with specialized instruction. While students spend the majority of their day in the main classroom, they also engage in "pull-out" sessions for targeted support.

In alignment with CA Ed Code § 56361, this model utilizes a "Resource Specialist Program" or "Designated Instruction and Services." This allows students to receive intensive help—such as speech therapy or specialized academic instruction—in a separate setting to minimize distractions and provide a quieter, more focused environment for both the individual and the main class.

Mainstreaming

Mainstreaming begins with the student in a "Special Day Class" (SDC) or a self-contained environment. As the student demonstrates academic or social readiness, they are gradually integrated into the general education classroom for specific subjects or periods.

While CA Ed Code § 56364.2 prioritizes the general education setting, mainstreaming provides a transitionary bridge. It allows students to build foundational skills in a highly supported environment before moving toward full integration, ensuring the transition is based on the student's "readiness" rather than a fixed schedule

Reference: https://www.futurelearn.com/info/blog/what-is-inclusive-education