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Inclusion For Children With
Autism: The TEACCH Position
from the Chapel Hill TEACCH
Center
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visit
http://www.bridges4kids.org
Inclusion is a
term coined to describe the philosophical argument that children
with mental, physical, or emotional handicaps are entitled to an
education within the mainstream of public education. Although
there are different degrees of inclusion, for the most part,
inclusion advocates support the argument that the segregation of
children by diagnosis or handicap is not in the best interest of
the child. Advocates of "full inclusion" argue that children
should be integrated into regular education classrooms at all
times.
The philosophical position of inclusion is based primarily on
two arguments:
1) segregating, children in special classes or programs denies
these children access to normal classes or denies these children
to access to normal experiences, and
2) segregated services have not resulted in adequate education
for handicapped students. While the arguments for inclusion
sound similar to another movement, mainstreaming, there are
important differences. Mainstreaming handicapped children has
typically involved integrating children when the child was able
to demonstrate that he/she could successfully participate in the
regular planned activities within the regular education class.
Inclusion advocates typically argue that mainstreaming efforts
have forced the handicapped child to "earn" time in the
integrated settings. Inclusion advocates typically support the
notion that each child has a right to be included, and that
necessary support services and accommodations to the child's
handicap must be made within the regular education classrooms.
Background and Rationale
Division TEACCH has been a leader in the field of educational
services for autistic children for over two decades. During this
period, TEACCH has advocated and helped develop quality programs
for autistic students consistent with the legal mandate for
education in the least restrictive environment. Even before the
passage and implementation of PL 94-142 (in the mid 1970's),
TEACCH was established in public school classrooms. Later, after
the passage of PL 94-142, TEACCH helped the Department of Public
Instruction in North Carolina develop appropriate educational
services for children with autism in the state's school system.
Nearly all of these programs were in regular elementary schools,
many of which had never served children with exceptionalities.
While strongly urging and promoting "normalizing" experiences
for autistic students, TEACCH has also adhered to other equally
important principles. These include individualization, reliance
on empirically-based approaches rather than ideologically-based
philosophies, and treatment and education that begins with and
emphasizes an understanding of the problems of autism. The
elaboration and operationalizing of these principles has led to
a network of educational programs in North Carolina. Among the
options developed, one can find highly structured, intensive
specialized classrooms for autistic students, cross-categorical
classrooms that serve one or more students with autism, and
regular education classrooms that serve one or more children
with autism. Oftentimes, placement for children with autism
involves a combination of educational settings.
Individualization, when properly carried out, leads to optimal,
unique solutions for each student, based on his/her needs rather
than ideology. The heterogeneity one sees in autism requires
many options and possibilities, not one solution for all.
TEACCH's position on inclusion of children with autism can be
stated as follows:
1) The TEACCH program recognizes the important value of
preparing all persons with autism for successful functioning
within society. Each person with autism should be taught with
the goal of successful functioning with as few restrictions as
is possible.
2) Decisions about including children with autism into fully
integrated settings must be made consistent with the principle
of the "least restrictive environment" as a guiding principle.
No person with autism should be unnecessarily or inappropriately
denied access to meaningful educational activities. However, it
should be noted that the concept of least restrictive
environment requires that appropriate learning take place.
Placement decisions also require that students be capable of
meaningful learning and functioning within the setting selected.
3) Activities which are inclusive for children with autism
should be offered based on an individual assessment of the
child's skills and abilities to function and participate in the
setting. Inclusion activities are appropriate only when preceded
by adequate assessment and pre-placement preparations including
appropriate training. Inclusion activities typically need to be
supported by professionals trained in autism who can provide
assistance and objective evaluation of the appropriateness of
the activity.
4) Inclusion should never replace a full continuum of service
delivery, with different students with autism falling across the
full spectrum. Full inclusion should be offered to all persons
with autism who are capable of success in fully integrated
settings. Partial inclusion is expected to be appropriate for
other clients with autism. And special classes and schools
should be retained as an option for those students with autism
for whom these settings are the most meaningful and appropriate.
TEACCH Staff
Chapel Hill TEACCH Center
Lee_Marcus@unc.edu
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