Inclusion - PA Secondary Transition

What is Inclusion?

Inclusion in general education requires students with disabilities to have access to the same general education curriculum as their peers, ensuring they receive equal opportunities and experiences. Students who spend 80% or more of their time in general education have better employment and independent living outcomes (Wagner et al., NLTS2).

Inclusion has a significant, research-supported impact on outcomes related to IEP transition goals. By implementing Universal Design for Learning (UDL) , an instructional design framework, students are able to achieve meaningful classroom engagement with their non-disabled peers.

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What are the Core Components of Inclusion?

Inclusion combines systematic planning with its underlying core components to achieve successful post-secondary outcomes.

Inclusive Learning Environments

Under the Inclusion transition practice, students with disabilities receive general education with their non-disabled peers to the greatest extent possible.

Equitable Instructional Strategies

Staff employ strategies and supports to meaningfully involve all students with disabilities in the general education curriculum with peers without disabilities.

Collaborative Support Systems

Students with disabilities are only removed from regular classrooms if their needs cannot be met satisfactorily with supplementary aids and services.

How Does Inclusion Impact Outcomes Related to IEP Transition Goals?

Research on Inclusion’s effectiveness helps students, families, educators, and counselors achieve meaningful transition.

Inclusive settings provide more opportunities to develop social skills, communication, self-advocacy, and exposure to age-appropriate behaviors and expectations—skills that are highly transferable to the workplace.
Inclusive environments allow students with IEPs to access content-rich curriculum and participate in classroom jobs, clubs, and career exploration activities, helping them build vocational skills early.

Citations

Wagner, M., Newman, L., Cameto, R., & Levine, P. (2005).
Changes over Time in the Early Postschool Outcomes of Youth with Disabilities. National Longitudinal Transition Study-2 (NLTS2).

Inclusive classrooms expose students with IEPs to grade-level content, college-readiness standards, and higher expectations. This prepares them for the demands of postsecondary education, where self-directed learning, critical thinking, and academic persistence are essential.
Inclusive settings often require students to navigate accommodations, communicate with teachers, and manage schedules—skills they’ll need in college where supports are no longer mandated under IDEA but must be self-requested.

Citations

Morningstar, M. E., Kurth, J. A., & Johnson, P. E. (2017).
Examining the Relationship Between Inclusion and Postsecondary Outcomes for Students with Disabilities. The Journal of Special Education, 51(2), 135–145.

Inclusive environments provide more opportunities to practice functional life skills (e.g., communication, time management, problem-solving) in authentic, age-appropriate contexts.
Inclusive education fosters a culture of presumed competence and growth mindset. Teachers and families of students in inclusive settings are more likely to support goals related to independent living and promote autonomy rather than over-reliance on adult supports.

Citations

Bouck, E. C. (2012).
Postschool Outcomes of Students With Moderate/Severe Disabilities.

Who are the Key Partners in Inclusion?

Inclusion requires dedicated collaboration from students, their peers, families, educators, counselors, and secondary transition professionals for successful postsecondary outcomes

Role: Central decision-makers; their voice, choice, and preferences should guide the process.
Contribution: Participate in IEP meetings, set personal goals, share accommodations that work, and reflect on postsecondary aspirations.
Best Practice: Use student-led IEPs and self-determination instruction.

Role: Experts on the student’s history, needs, values, and long-term vision.
Contribution: Share input on goals, advocate for inclusive opportunities, and support skill development at home and in the community.

Role: Primary facilitators of inclusive instruction.
Contribution: Provide access to grade-level content, implement Universal Design for Learning (UDL), differentiate instruction, and collaborate on accommodations/modifications.
Best Practice: Involve them early in IEP development.

Role: IEP case managers and instructional support providers.
Contribution: Guide the development of IEP goals, ensure services and supports are aligned, and help implement specialized instruction within general education environments.

(e.g., speech-language pathologists, OTs, PTs, school psychologists, behavior analysts)

Role: Deliver supports and services based on individual needs.
Contribution: Collaborate to integrate therapy or support into inclusive settings and contribute to present levels and goals in the IEP.

(e.g., principals, assistant principals, special education supervisors)

Role: System-level leaders for inclusion.
Contribution: Ensure inclusive policies, allocate resources, schedule staffing, provide training, and create a culture of high expectations.

(e.g., principals, assistant principals, special education supervisors)

Role: Provide instructional, behavioral, and personal support in inclusive classrooms.
Contribution: Reinforce strategies under teacher direction, promote independence, and support access—not separation.

Inclusive Classrooms, Empowered Futures

Inclusion means more than access; it’s about active participation, support, and belonging. When students with disabilities learn alongside peers in general education settings, they gain essential skills for independence, postsecondary education, and future employment in real-world and appropriate environments.