Successful Inclusive High School Classrooms

The ERIC Clearinghouse on Disabilities and Gifted Education has released information on inclusion in high school classrooms. The brief was funded by the Office of Special Education Programs and has many insights into successful strategies for inclusion. Research was conducted by the University of Maryland, the University of Minnesota and the Council for Exceptional Children, and the Education Development Center. These studies found that schools that manage to integrate students with disabilities often:

• Support collaboration between staff members;
• Include students with disabilities in reforms;
• Encourage parent involvement; and,
• Have a low teacher-student ratio.

Teachers who have successfully integrated classrooms were found to:

• Organize and manage the classroom effectively;
• Dedicate three-quarters of their time preparing students for learning;
• Use technology, media, and other resources;
• Promote active student participation in class; and,
• Actively teach instead of assigning seatwork.

To view the report in its entirety, visit http://ericec.org/osep/topical/Beacons.pdf.

The ERIC Clearinghouse on Disabilities and Gifted Education, 1110 N. Glebe Road, Suite 300, Arlington, VA 22201, 800.328.0272 (voice), http://ericec.org (website), ericec@cec.sped.org (email).