“We are what repeatedly do.Excellence then, is not an act, but a habit”
CALL US: (520) 625-3502 X 1564 or 1565
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July 12, 2023​
In The
News:
I'M A TITLE

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July 12, 2023​
I'M A TITLE

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July 12, 2023​
Give us a call:
1-800-520-625-3502
Extended Resources is an inclusion program.
Benefits of Inclusion
Children with disabilities, including those with the
most significant disabilities and the highest needs, can make significant developmental and learning
progress in inclusive settings.
Some studies have shown that children with disabilities in inclusive
settings experienced greater cognitive
and communication development than children with
disabilities who were in separate settings, with this being particularly apparent among children with more significant disabilities.
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Further, children with disabilities tend to have similar levels of engagement as their
typically developing peers are more likely to practice newly acquire skills in inclusive setting as compared to separate settings.
Likewise, research suggests that children’s growth
and learning are related to their peers’ skills and the effects are most pronounced for children with disabilities.
High quality inclusion that begins early and
continues into school likely produces the strongest outcomes.
Studies have shown that children with disabilities who spend more time in general education classes
tend to be absent fewer days from school and have
higher test scores in reading and math than those
who spend less time in general education classes and spending more time in general education classes was related to a higher probability of employment.
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References
​https://sites.ed.gov/idea/files/joint-statement-full-text.pdf
The Legal Foundation for Inclusion
The right to access inclusive early childhood programs is supported by a robust legal foundation.
The IDEA supports equal educational opportunities
for eligible children with disabilities birth through 21.
Part C of the IDEA requires that appropriate early
intervention services are made available to all eligible infant and toddlers with disabilities in
natural environments, including the home, and
community settings in which children without disabilities participate, to the maximum extent appropriate, factoring in each child's routines,
needs, and outcomes.
Similarly, under Part B of the IDEA, special education and related services are to be made available to all children with
disabilities ages three through 21, to the maximum
extent appropriate, in the least restrictive environment (LRE)
factoring in an individual child’s unique strengths and needs.
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