14.2.0 Inclusion
Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series
	6/17/99

I. WHY IS THIS IMPORTANT?

A sense of belonging, being included, is an emotional need of everyone. According to psychologist Abraham Maslow, a sense of belonging is necessary before an individual can develop self-esteem (achievement, skill, recognition, respect) and self-actualization (pursue inner ability, fulfillment, creativity). Thus, young adults must have a sense of belonging and feel good about who they are before they can begin to master school curricula and other lessons in life. Many of life's lessons are necessary to achieve success as an adult living and working in the community. More importantly, connections with people in the community create a network for young adults with disabilities that can aid in their safety and independence.

A sense of belonging comes from participation in school, family, and community activities such as academic classes, extracurricular activities, social activities, recreational activities, work, and volunteer programs. Inclusive school and community programs can help facilitate opportunities for active participation of young adults with disabilities.

II. KEY POINTS

Over the past ten years, much information has been accumulated through research regarding the benefits of inclusion for young adults with disabilities. Those benefits include:

· Self-concept, social skills, and problem-solving skills improve.

· Increased number of Individualized Education Program (IEP) goals are met.

· Graduates of inclusive programs have a higher success rate in community-based adult service programs.

Inclusive education in Louisiana is defined as "the education of all students in regular education and community settings to ensure full and valued membership in society. Special education and related services needed by exceptional students are provided in the most integrated environment appropriate." (Louisiana Department of Education, 1998). This definition notes that including young adults in typical environments during the school years leads to full and valued membership in society. Inclusion is important for young adults if they are to have opportunities to reach their full potential as participating members of their communities.

School systems in Louisiana are implementing inclusive practices for young adults with disabilities at all age levels. Achieving an inclusive education program is not a simple process. Family members and education professionals face critical issues when implementing inclusive education. Inclusive education requires the collaboration of regular and special educators, administrators, and parents.

Inclusion will look differently for each young adult. Each young adult's social and emotional needs, interests, abilities, and support needs are some of the issues considered when determining what his/her inclusive program will look like. Not only will each program be different, but the program will change from year to year to accommodate the young adult as he/she grows and needs change. For young adults who are transition-aged, an inclusive program will provide opportunities with non-disabled peers both in school and the community including vocational, work training, and employment opportunities, as well as academic, social, and extracurricular activities.

The following are some basic principles of inclusive practices:

· Young adults with disabilities attend the same schools they would attend if they did not have a disability.

· Instruction is provided in a variety of regular school and community settings. Young adults are involved in both academic and nonacademic activities with peers without disabilities.

· Friendships and relationships are encouraged and supported between young adults with and without disabilities.

· Instruction, job training, and therapy are planned for and provided in school and community settings.

· Young adults with disabilities follow the same school schedule as young adults without disabilities.

· Teachers, therapists, paraprofessionals, principals, families, and young adults work together as a team to create appropriate programs and solve issues.

· Educational programs are individualized and reflect each young adult's unique abilities and interests.

· Young adults are actively engaged in the educational program throughout the school day.

· There is a focus on what young adults can do, not on what they cannot do.

While inclusion offers many benefits, it does not, in and of itself, guarantee a quality educational program. A young adult's progress in school must be evaluated continually to determine if the educational program is effective. Some things to consider are:

· Has the young adult developed more friendships or acquaintances in and out of school?

· Has the young adult's ability to communicate in school and in the community improved?

· Have the young adult's academic, developmental and social skills shown improvement?

· Are goals and objectives being achieved?

· Is the young adult happy and confident? Is he or she eager to go to school?

· Has the young adult become more involved in extracurricular activities at school and in the community?

Participation in community activities outside of the school setting provides opportunities for young adults to understand citizenship and develop skills outside of school. Interaction with other community members can also lead to meaningful friendships and possible employment connections. Inclusion provides opportunities for individuals with disabilities to become valued members of their communities because they are present and involved in community activities.

III. ROLES/NEXT STEPS

Students/Young Adults:

Young adults should participate in a variety of classes and activities in school and in the community in order to identify interests. They can learn about possible activities by talking to family members, friends, other young adults, teachers, and community leaders.

Young adults should listen to school announcements about activities and participate in ones that sound fun or interesting. They can also read about activities in school newsletters and community newspapers. If assistance is needed, young adults can talk to teachers, family, and friends about activities they think they are interested in trying. Young adults should ask for ideas and help to explore interests.

Families:

Families can help young adults become an integral part of their school and community environments by involving them in family and community activities. When families provide opportunities for young adults to participate in their community, they come to believe they should have such opportunities and will seek out more.

Families can provide ideas about activities that young adults may consider. When an activity is chosen, the family can support the young adult by encouraging them and helping them to participate. Families may be needed to provide transportation to activities and help with expenses. When families see the strengths and abilities the young adult possesses, others will as well.

Agencies:

Local Education Agencies (LEAs) can help young adults learn about and become involved in classes and extracurricular activities. They should recognize that all young adults benefit from participation in a variety of activities and help them identify and explore areas of interest.

Adult service agency personnel can help young adults make important community connections by providing needed assistance for participation in work, social, and recreation activities.

IV. RESOURCES/CONTACTS

Each school campus in Louisiana is required to develop a strategic plan for inclusive education. Contact the local school campus for more information on this plan, as well as other information on inclusive education.

Inclusion facilitators and other staff in the Families Helping Families Regional Offices can provide information about supporting young adults to be included in school and community activities.

Families Helping Families Regional Offices

Acadiana: 800-378-9854

Bayouland: 800-331-5571

At the Crossroads: 800-259-7200

Greater Baton Rouge: 888-511-5299

Greater New Orleans: 800-766-7736

Northeast LA: 888-300-1320

Northshore: 800-383-8700

Northwest LA: 888-735-3722

Southwest LA: 800-894-6558

The State Department of Education

Office of Special Populations

504-342-3640 or 1-800-256-2766

(Toll free line reserved for parents only)

Web site: www.doe.state.la.us

Parish and city recreation departments can provide information about recreational programs and opportunities.

V. REFERENCES

Louisiana State Department of Education. (1997). Inclusive Education: A Training Manual for Families. Louisiana Systems change Project on Inclusive Education La., University of New Orleans.

Louisiana State Department of Education. (July, 1998). Regulations for the Implementation of the Exceptional Children's Act. Baton Rouge, LA.

PACER Center. (Winter, 1998). Families can help their child with disabilities build community. In The Pacesetter. Minneapolis, MN: PACER Center.