RETHINK Inclusive Education Models of Support

Inclusive education means all students are accepted members of their school community, where students with disabilities have equal access to and successfully engage in the same educational environment with the same learning opportunities as their non-disabled peers.

Exceptional Support Branch, Special Needs Section, Special Education Section logo

Guiding Principles for Determining Staffing in Inclusive Schools

graphic organizer that lists the characteristics of all staffing models
  1. Staffing and scheduling decisions are based solely on the needs of individual students through an objective, student-centered process.
  2. Staffing decisions are not made on the basis of labels, places or available services.
  3. Schedules are flexible as students move in and out of the school and as individual students’ needs change over time.
  4. A single staffing model, such as collaborative teaching (co-teaching) is not synonymous with inclusion. Several different staffing models will be needed in order to personalize support decisions for each individual student.
  5. Special education teachers recognize that they may serve multiple roles throughout the day on the basis of student needs.

New Models of Support

When Tier 1 Instruction is robust and effective, the student may be successful in the general education classroom with no additional support. Students who require personal support to master objectives may receive advance support, in-class support, or specialized support.

Students participating in a group activity

Support prepared prior to instruction. Student(s) requiring specific scaffolds, accommodations or modifications have them available in the general education classroom.

Teacher assists a small group of pre-school students

Support provided inside the general education classroom in concert with the general education teacher. This includes peer supports, support facilitation, or collaborative teaching.

Students working individually in a computer lab

Support provided in a setting outside of the general education classroom to address a specified goal(s); Reviewed frequently to determine whether a less restrictive setting would be appropriate.