Inclusion model in which students with learning disabilities take general education classes with additional supports¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Gateway practices an inclusion model in keeping with its founding mission to support students with different learning styles. The report states that "the middle school and high school practice an inclusion model in which students with learning disabilities take the same general education classes as their peers, with various additional supports." Teachers aim to "create accessibility for all students in their class regardless of official diagnosis" and to help students identify how they learn and advocate for their own learning needs, with scaffolding for learning differences identified as early as possible.

Design Implications¶

Context¶

Requirements¶

• Teachers must get to know students and what they need as a priority, and provide scaffolding for learning differences early

Constraints¶

• Implemented in small schools with about 50% greater proportions of students with disabilities than traditional schools

Target Learners¶

• students with learning disabilities
• general education students in inclusive classrooms

Target Learning Goals¶

• self-advocacy around learning needs
• access to rigorous college-preparatory curriculum

Related Strategies¶

• Learning seminar courses that teach students how to learn by addressing behaviors, mindsets, and habits that undermine learning
• Gateway guiding principles and structures — the whole-school design this practice belongs to

Examples¶

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Key Sources¶

• Cook-Harvey, C. M., Flook, L., Efland, E., & Darling-Hammond, L. (2020). Teaching for powerful learning: Lessons from Gateway Public Schools. Palo Alto, CA: Learning Policy Institute. http://learningpolicyinstitute.org/product/social-and-emotional-learning-case-study-gateway