Inclusive education is defined as learning environment that

promotes full personal, academic and professional

development of all learners irrespective of race, class, colour,
gender, disability, sexual preference, learning style and
language.

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 Partial Inclusion
• Partial Inclusion is the
placement of special education
students in general education
classrooms for part of the day.
For the remainder of the day,
students attend resource
rooms.
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Full Inclusion
• Full Inclusion is the placement
of special education students
in general education
classrooms for the entire day.
Any extra needed support is
brought to the student.
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 Push In
• Special educator enters
general education class with
materials to provide instruction
to students and/or assist with
planning for differentiation.
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Full Inclusion
• Special educator in a general
education class partners &
collaborates with the general
education teacher.
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• This model was designed to create school learning environments
in which all students can learn basic academic skills and increase
their confidence in their ability to cope with the social and
intellectual demands of school.
• The ALEM combines a prescriptive learning component consisting
of highly structured and hierarchically organized learning activities
with an exploratory learning component consisting of a variety of
learning activities aimed at increasing school’s capabilities to
accommodate individual learning needs.
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• In this model the general education and the special education
teachers join together and teach all students in one class as
partners.
• According to Walther (1996), effective co-teaching occurs when the
teachers are equal partners. They must both contribute to every
phase of the class work, including planning and evaluation.
• Time is also a key factor. Changing to a team teaching approach
does not happen in one year. It is a developmental process that
needs adjusting by trial and error.
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• The model is based on the belief that all students should develop
their potential as independent and strategic learners across
learning, social, motivational, and executive domains.
• Directly correlated with this belief is a three step strategy in
intervention curriculum.

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Learning Strategies
– this allows the Learning Disabled student, who is generally an
ineffective learner with poor processing skills, to develop a coping
technique by using one or several of these strategies in
combination.
- These strategies are designed to give the students a roadmap he
or she can use to successfully meet the demands of learning in
secondary classes.
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Content Enhancement Routines
– are instructional routines teacher use to enhance their delivery of
content information and improve their students’ understanding and
recall of the content.
- Enhancing the routine entails using graphic organizers, relating
information to students’ prior knowledge, and previewing the
content before instruction.

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Empowerment Interventions
- Which are geared toward empowering students to perform at their
best and to create positive relationships with others in the school
setting.
- A specific strategy entitled “Share Behaviors” prepares the
student for involvement in team meetings and conferences
regarding their education. Students are encouragement to
inventory their strengths and assist in their own planning.
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 The Details
Strategic Instruction Model

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• The most “personnel-intensive” model of inclusion.
• This model is primarily used in the education of every young
children (birth to age eight) but includes elements to assist in a
student’s transition to other educational or societal environments.
• The Circle of Inclusion model also assures ample opportunity for
the development of social, emotional and interpersonal skills of
the disabled student.

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