ABSTRACT
his chapter outlines what is meant by the term inclusion, the role of assessment in identifying individualized needs, and strategies that can be employed to make inclusion meaningful. Inclusion often permits these students to gain access to the general education curriculum. The cluster model is a modification of the full inclusion model. A small group of students with special needs is fully included in the general education environment. In the reverse inclusion model, the classroom consists primarily of students with special needs taught by a special education teacher. Lastly, social inclusion is an inclusionary model in which students with special needs are provided separate instruction by a special education teacher usually in a separate classroom. Since the purpose of inclusion is to have the students with disabilities learn skills alongside his or her general education peers, group contingencies may be a valuable asset for the classroom. For successful inclusion to take place, teachers need to collaborate with other professionals.
