Vision for an Inclusive District (p. 7-8)
Inclusion is fully delivered when all students are educated in the least restrictive environment and are provided access to a full continuum of services that meet their individualized and special needs. Inclusion is not a place or a program. All classrooms in the Boston Public Schools must be inclusive.
Inclusive practice refers to the instructional and behavioral strategies that improve academic and social-emotional outcomes for all students, with and without disabilities, in general education settings. The parties are committed to increasing inclusive practices and opportunities for all students regardless of their level of need.
The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities are educated in the least restrictive environment with specially designed instruction, given appropriate supports necessary to implement their IEP and make effective progress on their IEP goals, in light of their circumstances. It is our belief that all students should be full and accepted members of the school community and students with disabilities placement should first consider the right to be educated in the general education setting alongside their typically developing peers. Effective inclusive education requires a high level of collaboration among general education, special education, related service providers and support staff to implement and model an inclusive community. Every student in BPS is a general education student first. We also share a common belief that the achievement and opportunities of our students is our collective responsibility. We also agree that we will follow all federal and state statutes, regulations, and guidelines with regard to special education.