Inclusion Institutes

  1. Events, Education & Training
  2. Inclusion Institutes
Three elementary school children work together at a table in a classroom.

Inclusion Institutes allow school staff and parents to collaborate and develop a specific plan for including a student with developmental disabilities within the school community. The team works together to create a plan that supports the student's individual needs. 

The Sherlock Center believes more discussion about the purposes, curriculum and procedural details is necessary to achieve meaningful inclusion. Inclusion Institutes provide a space for this type of conversation to occur. Over 200 schools have participated in previous Inclusion Institutes to discuss and plan the inclusion details for a particular student. Inclusion Institutes offer teams the tools and time needed to prepare for meaningful, inclusive opportunities for students. 

Common questions about Inclusion Institutes

Each team must include:

  • One or both parents/guardians
  • General education teacher
  • Special education teacher
  • If the student is transitioning to a new team or school, the general and special educators of both the current and future teams/schools should attend.

Additional team members may include, but are not limited to:

  • Principal
  • Special education director/administrator
  • Paraprofessional/teacher aide
  • Occupational therapist
  • Speech-language pathologist
  • Physical therapist

The Sherlock Center may cover the cost of the meeting space and meals if the event is held on the Rhode Island College campus. The Sherlock Center provides: 

  • Realistic operating principles
  • A well-defined planning process that can be followed step by step  
  • Resources

Parents and school personnel who have implemented meaningful inclusion programs will serve both as resources and as group facilitators at the Institute. 

The Inclusion Institute is a full-day planning session that focuses on the principles of inclusion. The first three hours of the session provide a thorough understanding of the background and meaning behind these principles. The second half of the day is dedicated to a planning session where teams can come together and develop meaningful, student-focused inclusion plans. 

For more information

Stefanie Davit

Stefanie Davit

Associate Director