The Inclusion Facilitator’s Handbook is a guide developed by three experts from the Institute on Disability at the University of New Hampshire. The resource is aimed to prepare front-line educators and administrators for the challenges of turning schools into fully inclusive communities.
The guide suggests it takes a collaborative effort between the general education teacher and the special education teacher to create a learning environment which not only benefits both sets of students in the same environment, but also reinforces the self-worth of each learner through advocacy and passion.
Co-author, Cheryl Jorgensen, invites members of inclusive school communities to compare her contrasting visions of two separate schools: one that captures the spirit of inclusion and one that does not. Schools that are not committed to the true vision of inclusion have characteristics which include:
- Separate classrooms and programs reserved for students with disabilities.
- Students with disabilities go into the community to learn in groups that do not include students without disabilities.
- Students with disabilities have no social life outside school.
On the other hand, the inclusion vision is meant to guide educators in their efforts to strengthen inclusive practices and help all students thrive. Schools with this vision grasp the meaning of inclusion and welcome all students.
For more information regarding this inclusive education resource, click here.