Two classroom teachers' thoughts on inclusion:

"In the past we had tried to include students on a part-time basis [mainstreaming], but it wasn't until the students were included full time that the kids' and teachers' attitudes changed about who belonged in their class..."

"...At first, I was very hesitant; I wasn't sure what to do. Then I realized, teach them as I teach the other children; just treat them as one of the class, then the other students will too."

(Taken from the National Association of State Boards of Education, 1995. Winning Ways: Creating inclusive schools, classrooms and communities.)

Circle of Inclusion -- The Circle of Inclusion Web Site is for early childhood service providers and families of young children.  This site offers demonstrations of and  information about current effective practices for including children from birth through age 8 with disabilities in early childhood settings.  In this site you can find inclusive early childhood programs based on research which has been under development for approximately ten years.  Take a virtual tour of several inclusive early childhood programs. Listen to what parents of children attending these programs have to say about their experiences.  Read about what has worked for personnel in these programs.  You can also downroad useful form, materials, and checklist for developing and implementing inclusive services.

Inclusion Resources -- This site provides descriptions of resources for special education and general education teachers and staff.

The Inclusion Network --This network was formed to help raise awareness of inclusion, recognize exemplary inclusive efforts, provide technical assistance, and link individuals with and without disabilities.

Yahoo Search on Inclusion -- This site directs you to lots of useful links related to "Inclusion."
 

    Giangreco, M.F.  (1997).  Quick Guides to inclusion.Baltimore:  Paul H. Brookes Pub. Co.

This is exactly what it says, a quick quide with one page entries which address frequently asked questions or areas of concerns/problems when creating inclusive education opportunities for children.  This would be especially useful for providing brief, to the point information to first-timers, or those who are leery of the whole process.

Thought provoking in terms of areas to consider when working with teachers to create inclusive educational opportunities.  Gives good perspective as to teachers' thinking regarding inclusion.

A guide to effectively using cooperative learning in the classroom with attention to the elements identified by research as critical for teh success of the method.  Gets into what is necessary for using cooperative learning in the classroom in such a way that it supports all students ( i.e., more than just "putting students in groups").

An even-handed review of the effects of inclusion from the perspectives of academic gain, social gain, effect on non-disabled peers, and acceptance by teachers though conclusions drawn are nothing really new.  Provides a lengthy bibliography.

This book presents implementation of inclusion from a variety of perspectives including: parents, teachers, and administrators. Chapters focus on individual perspectives which include recommendations. Field data is also included.

A guide for classroom teachers who have been asked to include all children in their age-appropriate classrooms. Includes information on curriculum planning, instructional design, the IEP process, collaborative teaming, syndromes and disabilities.

An easy to read reference for persons responsible for integrating all children into the general education classroom, with an emphasis on including children with severe needs. Each chapter contains instructional and performance objectives. Topics include child development, the role of teachers' aides, working with therapists, and emergency procedures.

This guide for occupational therapists, physical therapists and speech-language pathologists contains a plan for moving from a traditional pull-out model of direct services to an integrated therapy approach. Topics include the educational v. medical model, the therapist's role, teamwork, program monitoring, and implementation of the plan.

Includes specific strategies in working with children with learning and behavior problems, achieving positive results in the classroom, and collaborating with students, families and other school personnel, as well as information on AAC systems, technical assistance, and diversity issues.

Inclusive Education Programs: Advice on Educating Students with Disabilities in Regular Settings. LRP Publications.

Equity and Excellence. School Restructuring and Inclusive Education Project, Institute on Disability, Morrill Hall, University of New Hampshire, Durham, NH 03824. (603) 862-0426.

National Center on Educational Restructuring and Inclusion. The Graduate School and University Center, 33 West 42 Street, New York, NY 10036.
 

       Ebelling, D.G., Deschenes, C., Sprague, J.  (1994). Adapting curriculum & instruction in inclusive classrooms: Teachers desk reference. Bloomington, IN: The Center for School and Community Integration Institute for the Study of Devleopmental Disabilities.

Small desk reference with descriptions of adaptations and sample adaptation work sheets for many subjects both at the elementary and secondary levels.

Ordering Information:  Available by MAIL ONLY!  Write to the address below with a letter indicating the title of the book, the address to mail it to, and a check or purchase order for the total cost
The Center for School & Community Integration Institute for the Study of Developmental Disabilities
Attention: Publications Department
2853 East Tenth Street
Bloomington, Indiana  47408-2601
Cost: $13.50

This packet was designed to assist teams who share responsibility for a group of students, including students with disabilities at the preschool, elementary, middle or high school level.  It includes strategies and worksheets for accommodating and adapting curriculum.

Ordering Information:
University of Wisconsin-Milwaukee
Wisconsin School Inclusion Project
Exceptional Education Department
P.O. Box 413
Milwaukee, WI  53201
or call 1-414-229-5680   Cost: $9.00

Collection of worksheets to be used in teaching reading comprehension, responding skills, and writing skills for younger and older students.

Ordering Information:
Active Learning Institute
P.O. Box 6275
Victoria, B.C. V8P 5L5
CANADA
Fax #: 1-604-477-9105
or call 1-604-477-0105
Cost: $12.95

This is a set of 5 modules for staff development. It is structured for a facilitator to luse to lead training sessions.  Instructions are included for both the facilitator and the participants.  Through group activities, participants will learn how to develop school-  and classroom-level strategies for assisting students in forming relationships and acquiring skills to support the learning of fellow classmates.

Department A
Brookes Publishing Co.
Post Office Box 10624
Baltimore, MD  21285-0624
Fax #: 1-410-337-8539
or call 1-800-638-3775
Cost:  $300.00 per complete set (modules are available separately)