Kimberly D. Schoger, University of Houston

Abstract The social and academic benefits of inclusion for students with disabilities have been well researched and well documented. Unfortunately, inclusion opportunities are limited by lack of qualified staff, logistics, scheduling and other difficulties encountered when attempting to meet students’ unique needs in the general education setting. As a result of these difficulties, many students with disabilities are served in segregated self-contained classrooms that offer few opportunities for interaction with same-aged peers served in the general edcuation classroom. A special education teacher attempted a unique program of reverse inclusion to bring social interaction opportunities to the students with disabilities. Three students with special needs were chosen to participate in the Reverse Inclusion Program with general education peers. Program goals for these students were identified and monitored. The program proved beneficial to all students.

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