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Are Sally’s current special education services consistent with the inclusion model? Why? Why not?

Sally is a 3rd grade student with an identified specific learning disability in the academic areas of reading comprehension and math reasoning. Sally requires a resource level of support whereby she spends the majority of her school day within her general education 3rd grade classroom. Sally spends at least 20% of her school day receiving specialized instruction in the areas of reading comprehension and math reasoning (i.e., the academic areas where her disability manifests itself). Sally’s specialized instruction may include small group instruction with the special education teacher outside or inside of her classroom.
Based on what you have learned about inclusion:
  1. Are Sally’s current special education services consistent with the inclusion model? Why? Why not?
  2. What should Sally’s general education 3rd grade teacher do to help fully include her within the 3rd grade classroom?

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