How Does an Inclusion Model Work?

While IDEA mandates the "least restrictive environment" and inclusion with children in regular education as much as possible, it does not mandate "full inclusion" for every child. Full inclusion is usually defined as the delivery of services in the regular classroom. Children with fragile X syndrome would receive their adapted curriculum work, speech-language therapy, occupational therapy, and other therapies within a regular education classroom. They might have a paraprofessional or aide sit with them to help implement the goals of the IEP. Special educators and therapists come to the regular education classroom to provide services, sometimes teaching small groups of regular and special education students.

Those who advocate for "full inclusion" believe that the social interactions with regular education students are vitally important. They believe that special services can be provided in the context of the regular classroom. For children and adolescents with fragile X syndrome, this setting provides the opportunity to model the behaviors and actions of others.

Those who see "full inclusion" as inappropriate for some children with fragile X syndrome cite the need for small, calm spaces with one-to -one or small group contact. A resource room may provide a needed break from the level of noise, light, and intensity of the regular education classroom. A special-education room, whether in the public or private school, may provide more intense, multidisciplinary intervention. If a child is placed in one of these settings for part or most of the day, opportunities to interact with regular education peers must be provided as much as possible. The IEP must state how this will occur or why it is impossible.

Transitions: New School or Classroom Next Year? Get Ready Now
A 65 minute recorded interview with 2 parents and their experiences of transitioning their sons. 

Gail Harris-Schmidt, Ph.D., CCC-SLP
Saint Xavier University
Chicago, Illinois

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