IN ORDER FOR THE INCLUSION OF STUDENTS WITH MILD DISABILITIES TO BE SUCCESSFUL AT THE SECONDARY LEVEL, IT IS IMPORTANT TO CAREFULLY CONSIDER THE DEMANDS AND EXPECTATIONS OF SECONDARY SCHOOLS ON BOTH STUDENTS AND FACULTY. THIS ARTICLE PRESENTS TWO CASE EXAMPLES OF SCHOOLS THAT HAVE ATTEMPTED TO SUCCESSFULLY INCLUDE STUDENTS WITH MILD DISABILITIES THROUGHOUT THE GENERAL EDUCATION PROGRAM. IN EACH INSTANCE, IT WAS LEARNED THAT THE PROCESS OF BUILDING AN ENVIRONMENT THAT IS CONDUCIVE TO INCLUSION TAKES CONSIDERABLE TIME AND A BROAD BASE OF FACULTY AND ADMINISTRATIVE SUPPORT AND COMMITMENT. ADDITIONALLY, EACH EXAMPLE CLEARLY ILLUSTRATES NEED FOR “SUPPORTED INCLUSION” AND NOT MERELY“ INCLUSION” FOR AN EDUCATIONAL PROGRAM THAT RESULTS IN MEANINGFUL STUDENT OUTCOMES.
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