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"I don't know which side of the fence you are on in regard to inclusive education. And for all intents and purposes…it does not matter. This post could just as easily have been called, No…Really…I'm Not Crazy…Inclusive Education Works! Usually when I talk to people who are not familiar with the idea of having students with disabilities (including significant disabilities) in the general education setting they say they are having a hard time "wrapping their head around it" or want to see "what it actually looks like". So…just for those of you who need to see it to believe it, I have picked out five videos that will most definitely change your mind about whether inclusive education is really a good thing or not (or at least they should)."

"The Inclusive Class Podcast is for families and schools who are interested in learning about the inclusion of children with special needs in the general education classroom. Include all! "

"Souhegan High School is a member of the Coalition of Essential Schools, founded by Ted Sizer of Brown University.  Since it opened in 1992 inclusive education has been an integral part of its philosophy and practice.   This film illustrates how eight essential elements of school reform all work together to create an "inclusive community of learners" for each and every student at the school.  A student with significant disabilities, Amro Diab, is shown in a number of academic, social, and extracurricular situations, as an example of how "all means all" at this break-the-mold school. "

"Cheryl M. Jorgensen, Ph.D., is a member of the affiliate faculty with the National Center on Inclusive Education at the Institute on Disability at the University of New Hampshire. In 2008 she received the National Down Syndrome Congress Education Award for her leadership and pioneering research supporting the inclusion of students with Down syndrome. She has written this open letter to Shael Polakow-Suransky, the chief academic officer for New York City schools. "

Schoolwide Integrated Framework for Transformation (SWIFT) is a national K-8 center providing academic and behavioral support to promote the learning and academic achievement of all students, including those with the most extensive needs. SWIFT advances equity and excellence for ALL through the promotion of five core domain areas to support grade level academic and social learning: Administrative Leadership Family and Community Partnership Inclusive Education Framework Inclusive Policy Structure and Practice. Multi-Tiered Systems of Support One of six nationally recognized SWIFT Knowledge Development Sites, the Dr. William W. Henderson Inclusion Elementary School in Dorchester, MA, is featured in this film and highlights some of the SWIFT domains and accompanying features.

"The "Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs," released jointly by the Departments of Education (ED) and Health and Human Services (HHS) on September 14, 2015, states that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations."

"Inclusion Works! Inspiration and Information to Counter Arguments against Inclusive Education for Students with Down Syndrome - Part 1"

"We are starting a new blog series called "Inclusion in 299 Words or Less". Please submit your stories and reflections to be featured on our Inclusive Schools Network blog to inclusiveschools@stetsonandassociates.com. We can't wait to read your posts!"

        The Dr. William W. Henderson Inclusion School is a small elementary school serving children from early childhood through Grade 5.  Our students are from diverse ethnic, linguistic, and ability backgrounds.  We are an inclusive school.  Students who have disabilities learn in general education classrooms with their nondisabled peers.  Teachers and support staff collaborate to help all children learn and succeed at high levels.

"Photojournalist Dan Habib rarely thought about inclusion before his son Samuel was born.  Now he thinks about inclusion every day."

"Inclusive education is not rocket science… I think there are two basic assumptions that you need in order support inclusion (in any context) All human beings are created equal (you know the American way) and deserve to be treated as such. All human beings have a desire to belong in a community and live, thrive and have a sense of purpose. Most people don't have a problem with number one (for goodness sake…I hope you don't). But when we think about people with disabilities (or people who are labeled as such)… phrases like "I'm not sure what they are getting out of this," or "do they even understand," are far too prevalent. The important takeaway…when you assume people want to belong. Then it is our duty as educators, parents, and advocates to figure out how we can make that happen."

Our son is a prime example of Inclusion working properly. But that was not always the case

International Journal of Inclusive Education

"This calendar includes some of our favorite quotes from our practical books on inclusive education. We hope it helps keep you inspired and motivated."

"As with most polarizing topics, things can get downright ugly when debating them with people who have opposing views. The concept of inclusion is no exception. I believe this is because there are different opinions on what it actually means and what it is supposed to look like. "

"The following is a list of my top 10 inclusive education blogs that I feel will be very useful for your upcoming school year (in no specific order as they are all as equally good):"

"Our students benefit from learning in an environment where they feel included and where they are taught in ways that recognise and support their needs as individuals, and as part of a learning community. Our commitment to inclusivity means we recognise and value our diverse student body. It also means we take measures to improve the success of specific groups, where research has shown that the route to educational success is less straightforward. "

"After examining the social and academic experiences of students who attended these six classrooms, our response is no. The students in these classrooms are not receiving the purported promise of self-contained classrooms. They were not learning in a location with a protective and/or strong community. There were in a much more, not less, distracting settings. Students were not receiving access to the general curriculum in an individualized manner. Teachers and paraprofessionals were not using thoughtful behavioral interventions but were instead using threats, time-outs, and restraints. Given the empirical and legal preference for inclusive schooling stated above, moving students back into the general education classroom with appropriate supports and services should seriously be considered."

"What Does Inclusion Really Look Like? Answers from a Second Grade Classroom"

"Our school is an inclusive school. Students involved in general education; students with mild, moderate, and significant disabilities; and students considered talented and gifted learn together and from each other. Therefore, we use and adapt Massachusetts Mathematical and English Language Arts Curriculum Frameworks to help all students learn and succeed. "