# data[].attributes.body
My school has inclusion for students with moderate disabilities, but not for students with social or emotional disorders or severe disabilities

# data[].attributes.body
We have a mix between pull out and inclusion. Our special education program wants to ensure that students are in the LRE so they are provided the opportunity to be in the general education classroom as often as possible.

# data[].attributes.body
We have inclusion at our school as well as pull out. There is one substantially sub-separate class for four students but otherwise all students on IEPS are included in the general ed classroom.

# data[].attributes.body
Mostly, I push into general ed classrooms. I also run an additional math class that in for both students on ieps and not who need extra support in math.

# data[].attributes.body
My school follows an inclusion model. Students are in the general classroom for most of the day. They spend one period in my classroom where they receive additional math instruction as well as support in their other academic classes. Additionally, I will pull students out of the general classroom on an as-needed basis.

# data[].attributes.body
There is minimal inclusion in general education classrooms in my school. Instead, we have Therapeutic Learning Community (TLC) classrooms that are sub-separate. They try to create as many inclusive moments for the students, but spend most of the day inside their individual settings.

# data[].attributes.body
Inclusion at our school takes the form of 1 content teacher leading the class and 1 learning specialist pushing in to work 1:1 with students. The 2 adults in the classroom do not really "co-teach". We also have students in sub-separate classes.

# data[].attributes.body
Yes-we really only have
inclusion. Only about 10 students total are in pull-out.

# data[].attributes.body
We have partial inclusion at Spark Academy. Students with an IEP that do not require pull-out services are provided with 35 minutes of inclusion support a day.

# data[].attributes.headline
We have inclusion at our school, I work exclusively with pull-out students though, and most of the special education services are in a pull-out setting.

# data[].attributes.subject
We have inclusion at our school, I work exclusively with pull-out students though, and most of the special education services are in a pull-out setting.

# data[].attributes.body
My school

# data[].attributes.body
Yes, we do have inclusion at our school. Students on an IEP who are not deemed to require pull-out services for Math or ELA are included in the general education setting, though for scheduling purposes our school keeps students on IEPs in one of two designated homerooms in a grade level. This is for scheduling purposes so the most students can be covered by special education teachers who push in for inclusion support.

# data[].attributes.body
In 9th and 10th grade, many classes are inclusion but there are sub-separate English and Math classes for students who may need additional supports. By 11th and 12th grade, it is a full inclusion schedule.

# data[].attributes.body
6:18 PM

My school strives to be full-inclusion. We do small group pull-outs as well (since they are listed on many student's IEP's).

Our ELA class has three teachers. Two teachers co-teach the class, and the learning specialist (myself) does pull out small group.

I don't think our school really has a developed understanding of what pushing-in and co-teaching should look like. I work with the teachers and make it my own by adapting to the needs of the students and the classroom.