Collaboration Helps Prepare Special Education Students
Burris Laboratory School practices a full inclusion model for the delivery of special education services for students identified with a disability in grades K-12. This contributes to a exceptionally high school graduation rate for students with disabilities. These students are prepared academically and socially for post secondary options of college, technical school or employment.
Issues this Best Practice Addresses:
Inclusion at Burris Laboratory School is accomplished by a close collaboration among general education and special education staff along with regular communication with parents. Using a variety of teaching practices, flexible groupings, project based learning and program support for students with disabilities allows each student to reach their maximum learning potential by participating with their same age peers. Students learn acceptance of others and recognizing each others strengths and challenges. This model removes barriers to success while maintaining high expectations
Major Challenges to Implementation:
Each individual child identified with a disability presents a new set of challenges for general and special education staff. Communication among all stakeholders also presents constant challenges. The culture of collaboration allows for planning for the success of each student. The benefits include strong academic programs for students with disabilities, development of effective social skills emphasizing communication, team work, responsibility and conflict resolution.
Benefits Derived from Implementing this Best Practice:
The confirmation of the success of this inclusion model is substantiated by the pass rate for CORE 40 End of Course Assessments, the high school graduation rate for students with disabilities, the percentage of students attending and graduating from post-secondary programs and the percentage of students who maintain employment after graduation.
Evidence Illustrating Success:
Data for thirteen years of graduation rates for students with disabilities – 2000-2013. Percentage of students with disabilities graduating with a CORE 40 or Indiana Academic Honors diploma – 2000-2013. Percentage of students enrolled in post-secondary programs after high school graduation. Anecdotal success stories of many graduates who have gone on to productive employment.
Submitted by: Patricia Buchanan, Burris Laboratory School