Full Inclusion. 1 $2,100.00. The Full Inclusion Planning Team shall determine the utilization 2 of such funds to support full inclusion at their site.
Full Inclusion. The District and the Union agree to continue negotiations on the subjects of “Full Inclusion” and DIS Aides. SUPPLEMENT 3 WEST CONTRA COSTA SCHOOLS POLICE UNIT
Full Inclusion. The District agrees not to implement full-inclusion until bargaining the impact upon bargaining unit members.
Full Inclusion. A student with a moderate to severe disability who participates for the full school day in a general education classroom is considered to be in a full inclusion placement. The student is exposed to the general education curriculum and modifications and accommodations to this program are made in collaboration with special education staff. The student is not expected to meet all general education standards but rather meet goals established by the special education staff in collaboration with the general education teacher and other IEP team members. Social skill development can be a primary benefit to the student’s participation in a full inclusion placement rather than academic achievement.
Full Inclusion. See 13.3.1 above for a definition of Full Inclusion.
Full Inclusion. Special Day Class students who are placed full-time into a regular education classroom for whom curricular, and/or behavioral modifications are needed. Full inclusion is that special education option determined by an IEP team that places a severely handicapped student in an age appropriate regular education classroom on a full-time basis. The included student is handicapped to such a degree that significant curricular modifications are required which necessitate the collaboration of regular and special education teachers. Special Education services which these students require will still be provided, i.e. hearing aids, Braille machine, etc. There is no prerequisite for the student to be included in the regular classroom and the student is not expected to meet the same curricular and/or behavioral standards. Behavioral intervention documents may be utilized to assist the inclusion process. The above does not include students who are deaf/hard of hearing, orthopedically impaired, visually impaired, or other health impaired as their sole handicapping condition.
Full Inclusion. The Association and the District shall meet annually to determine the specific support that will be provided to general education bargaining unit members with identified full inclusion students for the following school year. These meetings shall commence no later than January 15, or a date mutually agreeable to both parties, to determine options for the following year.
Full Inclusion. The District and Association recognize that full inclusion of students with disabilities into the regular classrooms of the schools results in unusual situations that are best resolved through consensus of any affected staff and administrative employees. A district wide committee is hereby created, including the Superintendent and his/her designee, the full inclusion site administrator or his/her designee, the full inclusion site Education Specialist from the full inclusion site, and the teachers of the affected classrooms/ programs, to review and decide upon how matters brought to the committee’s attention will be resolved.
Full Inclusion. The District and the Union agree to continue negotiations on the subjects of “Full Inclusion” and DIS Aides. SUPPLEMENT 4
Full Inclusion. Severely-handicapped students who are placed full- 23 time into a regular education classroom for whom curricular, 24 behavioral and/or physical adaptations may be needed. Full 25 inclusion is that special education option determined by an IEP 26 team or specified in a plan established to meet the requirements of 27 Section 504 of the Rehabilitation Act of 1973 that places a 1 severely-handicapped student in an age-appropriate regular 2 education classroom on a full-time basis. The included student 3 is handicapped to such a degree that significant curricular 4 adaptations are required which necessitate the collaboration of 5 regular and special education teachers. Special education services 6 which these students require will still be provided, i.e., hearing 7 aids, Braille machine, etc. There is no prerequisite for the 8 student to be included in the regular classroom, and the student is 9 not expected to meet the same curricular standards. “Severely- 10 handicapped students” do not include students whose sole 11 handicapping condition is being deaf/hard of hearing, 12 orthopedically-impaired, visually-impaired or having some other 13 health impairment.
