Inclusion Doesn’t Have an Eligibility Test
Every learner belongs with their peers and deserves high expectations. For decades, inclusion advocates have championed this message, backed by research showing that students with disabilities do better, academically and socially, when they are full members of general education classrooms.
That belief gets tested most when a student is very young, and the systems around them start narrowing their future before anyone can know what that future should look like.
A recent Baltimore Banner article by Talia Richman shines a light on this issue. The article reports that roughly 1,660 Maryland students in pre-K through second grade have been identified this year to learn using the Maryland Alternate Framework.
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