CARE Consultants are committed to supporting students with disabilities in the Least Restrictive Environment with the appropriate supports. Although public schools are designed to provide free and appropriate education for all students, this can present certain challenges for school districts. CARE provides consultation services to school districts to identify and implement “best practices” for inclusive education.

CARE ABA Consultants Provide Inclusion TrainingCARE will train personnel to recognize, understand, access, and implement the full range of services available to individuals with disabilities. Our consultants will also focus on a broad range of common issues ranging from academic and social exclusion to challenges students experience interacting with peers with disabilities, and the impact of inclusive practice on schools, families and communities.

In order for this to be successfully accomplished general education and special education staff as well as campus administrators will benefit from site-based training in the following areas to increase their capacity to serve all students. Follow along support in the form of technical assistance can also be provided to campus personnel once they have participated in the site-base training.

  • Co-Teaching Models
  • Differentiated Instruction
  • Scheduling Students With Disabilities

CARE’s team includes leaders in the field of inclusive education in helping with systems change to providing technical assistance and support throughout the US (and the world).  Inclusive Education is a philosophy and approach, where:

  • All students are educated in the general education classroom to the greatest extent appropriate
  • Where expectations are high
  • Instruction is standards-based
  • The curriculum is the general education curriculum
  • Individualized supports are available when needed
  • Decisions are made on the basis of student needs and not labels and places

Why Inclusive Education?

  • National Longitudinal Transition Study (2006) showed that more time in General Education classes was positively correlated with:
    • higher scores on standardized tests of math and reading
    • fewer referrals for disruptive behavior
    • fewer absences
  • No studies since the 1970s have shown an academic advantage for students with intellectual and other developmental disabilities educated in separate settings (Falvey, 2004)