Inclusive Education refers to the education of students and ECS children identified with mild, moderate, or severe disabilities or as gifted and talented. It is founded on the belief that all children can learn and reach their full potential — given opportunity, effective teaching and appropriate resources. Instruction, rather than setting, is the key to success. Decisions related to the placement of students and children are best made on an individual basis, in a way that maximizes their participation in the experience of schooling.
Response to Intervention
A Response to Intervention approach is built on the premise that when universal supports are provided consistently for all students, the majority of students will thrive. The underlying goal of RTI is preventing academic struggles and challenging behaviors, so that all students are successful. Identifying the most effective supports for students is best done through a collaborative, problem-solving approach.
Research-based supports and interventions include:
- universal supports for all students
- more specific supports and interventions for targeted students who are not showing adequate progress
- individualized, intensive supports and interventions for those students who are not making progress with targeted support
Throughout the process, ongoing data is collected to determine if the supports are working and if they need to be adjusted.