The staff at these schools value heterogeneity and believe that when a child with a significant disability is included in a classroom, all children are given an opportunity to celebrate their own diversity and uniqueness. This celebration can lead to a strong sense of belonging and increased self-esteem for all members of the classroom. The programs at Emily Dickinson and Silver Ridge schools are founded on the belief that the best environment for all students' learning is one in which all members of the community belong. Both Emily Dickinson and Silver Ridge schools give priority attention to the creation of a strong sense of community among staff and children in their buildings. An awareness of the needs of others, an appreciation and understanding of differences, and increased empathy for others are student outcomes that are highly valued at these schools.
Inclusion is a process.
It is not an event that happens in September or January or June. It is an ongoing problem-solving approach to supporting all students to be as successful as possible in school. Schools need to make a commitment to ongoing teamwork. People involved with inclusion need to be creative, flexible, and willing to work together as they develop new ways of meeting the needs of widely diverse students. Special education at inclusive schools must be viewed as a support service to the general education process , not as a separate system.