This chapter describes the influences that are fundamental to facilitating a system of support for inclusive education for students with low-incidence disabilities. Some of the major factors are values and beliefs, rights, relationships and a sense of belonging, policy, and effective practices (Smith, 2006; Walther-Thomas, Korinek, McLaughlin, & Williams, 2000). Within each of the features, collaboration is inherent and essential. A summary of literature on each feature is provided with examples to support the importance for students with low-incidence disabilities. The effective practices of Universal Design for Learning (UDL), co-teaching, peer supports, and school-based teams are highlighted. In order to move forward, educators and administrators need to take responsibility for all children. Effective leadership models are characterized by collaborative efforts that foster a shared responsibility of the team, emphasize thoughtful planning, and identify and allocate the necessary resources and supports.
Drogan, R. and Perner, D. (2015), "Facilitating Systems of Support", Including Learners with Low-Incidence Disabilities (International Perspectives on Inclusive Education, Vol. 5), Emerald Group Publishing Limited, pp. 89-110. https://doi.org/10.1108/S1479-363620140000005004Download as .RIS
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