Elements of Reserve Inclusion
{"Image DocumentName": "Elements of Reserve Inclusion", "Image ImageDescription": "Administrator Support. Inclusion and Collaboration. Physical Environment. Teaching Strategies. Student Selection. Administrator Support. Need to provide philosophical support of reverse inclusion. Inclusion and Collaboration. Support from families of children without disabilities. Support of staff to facilitate peer interactions. Physical Environment. Environment may need to be adapted by staff. Teaching Strategies. Need to create cooperative activities. Differentiate instruction for ALL students. Create embedded learning opportunities. Measureable program goals. Student Selection. Determined by social IEP goals (social/emotional goals) and what the teacher believed the child could benefit from. IEP goals included specific peer interactions. Full inclusion should be tried with student before trying reverse inclusion. Students W/O disabilities would have a mode of communication to deliver step-by-step basic instructions and an ability to focus on an activity with other students. Able to model acceptable social behaviors- accept other individual differences.", "Image XResolution": "37", "Image YResolution": "37", "Image ResolutionUnit": "Pixels/Centimeter", "Image Software": "SlidePlayer", "Image YCbCrPositioning": "Centered"}