Full Inclusion Sample Clauses
The Full Inclusion clause ensures that all relevant terms, conditions, and agreements between the parties are incorporated into the contract. In practice, this means that any prior discussions, side agreements, or understandings not explicitly included in the written contract are excluded and have no legal effect. This clause serves to prevent misunderstandings or disputes over unwritten promises by making the written contract the sole source of the parties' obligations and rights.
Full Inclusion. The District and the Union agree to continue negotiations on the subjects of “Full Inclusion” and DIS Aides. SUPPLEMENT 3
Full Inclusion. 100.00. The Full Inclusion Planning Team shall determine the utilization 2 of such funds to support full inclusion at their site.
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 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.
13.4.1: The District shall initially seek a volunteer from the affected site before assigning a full-inclusion student to a class roster.
13.4.2: A teacher who is assigned one (1) or more full-inclusion students shall be notified as early as possible regarding the enrollment of such a student in his/her class.
13.4.3: Prior to the first day of attendance of a student previously identified by the District as a full-inclusion student, the teacher shall be informed of the student’s medical needs, receive a copy of the District’s medical emergency plan for that student and a copy of the student’s IEP. If the student is new to the District, all pertinent medical information and the IEP will be given to the teacher within five (5) days after the District receives the information from the former district.
13.4.4: The District shall provide the following to a teacher who has been assigned a full- inclusion student: ● staff development; ● appropriate curricular and adaptive instructional materials and equipment; ● support from a District specialist or resource teacher.
13.4.5: In addition, the District may offer the following to a teacher who has been assigned a full-inclusion student: ● use of a classroom aide; ● extra materials; ● transition support through release time by both the former teacher and the full-inclusion teacher.
13.4.6: The District shall count the full-inclusion student toward the class size of the regular teacher to whom the student is assigned. Unless the teacher of the full- inclusion student agrees otherwise, his/her class roster shall be the last roster to reach maximum class size for that grade level at the school site.
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. 22.1 Full Inclusion is defined as the placement of a Special Education student into the regular classroom setting who has handicaps of such a nature that s/he would normally be placed in a SELPA/County operated program in a special setting but whose parent has opted for a full inclusion placement in a regular classroom with no special education support.
22.2 Should it be determined that this type of exceptional placement will be made, the regular classroom teacher into whose classroom the student will be placed, shall be involved in the planning of the educational goals and objectives for the student as soon as is practicable. The goal is to hold the planning meeting prior to the attendance of the student in the class.
22.3 The regular classroom teacher may request to meet with the special education teachers, and the Director of Special Education to discuss the educational needs and progress of the student and to cooperatively plan for the delivery of services as defined by the student’s IEP. The IEP may specify the expenditure of funds for materials, services, and/or training.
22.4 The regular classroom teacher shall receive additional in-service training as needed to effectively carry out the student’s IEP.
22.5 The regular classroom teacher shall receive a stipend in the amount of $1,000.00 for each full inclusion student as defined in this section. Up to $250.00 of this stipend may be used for release time and/or substitute coverage. The amount of stipend shall be pro-rated based on the full inclusion student’s enrollment in the class.
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.
Full Inclusion. See A1 above for a definition of Full Inclusion.
1. The District shall initially seek a volunteer from the affected site before assigning a full-inclusion student to a class roster.
2. A teacher who is assigned one (1) or more full-inclusion students shall be notified as early as possible regarding the enrollment of such a student in his/her class.