Full Inclusion - LeConte Elementary BUSD
 

Full Inclusion

Full Inclusion Program (K-5)

Inclusion, or full inclusion, is a model of educating students with moderate to severe disabilities in the general classroom. LeConte’s Inclusion Program is supervised by Julie Venuto, with support as needed from designated instructional service (DIS) providers such as: occupational therapists, speech therapists, school psychologist, adaptive PE teacher, and instructional assistants. The goal of inclusion is educate students with moderate to severe disabilities in the general education class and for teachers to work collaboratively to meet the learning needs of all students. This is accomplished by differentiating instruction and building communities of learners who understand and accept that everyone is unique.

Inclusion has existed at LeConte for over 15 years —we were one of the first schools in BUSD to support students in general education classes rather than in segregated or self-contained special education classes. We supports a number of included students in grades K-5 and strive to educate them as much as possible along with their same-age peers. Other elementary schools in BUSD have begun serving students similar to LeConte’s Full Inclusion Program is a truly unique place for all students to learn.

Berkeley Special Education Parents Network

The Berkeley Unified School District has 1,024 students with special educational needs, across every school site.

BSPED is an organization of parents that advocate for those students.  BSPED sends out a (mostly) digest e-tree called BSPED NEWS to those who have written BSPED to sign up to receive it.  If you would like to sign up, send an email to

BSPED@mcads.com
a) your name
b) your email
c) your affiliation

 

 


Meet Full Inclusion Teacher Julie Venuto...

Throughout my years as an undergraduate student at St. Mary’s College in Moraga, I often thought about becoming a teacher.  It was not until I had taken a few graduate courses and began substitute teaching that it really hit me I had found my true path. 

In 2001, I met a boy with autism spectrum disorder, and I immediately adored him and wanted to know more about him and his disability.  I began working with this little guy and a few other children with autism in their homes and school placements before becoming an inclusion teacher. 

My favorite subjects in school were English and music, and my most inspirational teachers have been my father and my music teacher.  My dad not only modeled good teaching as a science teacher at the local Catholic school, but he taught me about life. 

Being a special education teacher is so dear to me, and I look forward to every day that I have the opportunity to help my students achieve their greatest potential. 

The most important lesson, I believe, that a person can learn in school is how to work with others despite their differences.  Working with others is a challenge that all of us face in multiple aspects of our lives, be it in our jobs or in our homes.  I think that school is a place for students, families, and teachers to be part of a community and share unique gifts with one another so that all might achieve greatness. 

Julie was named a Disability Culture Hero by KQED and Kaiser Permanente in 2008.

Julie Venuto

Maestra de inclusión total

Durante mis años como una estudiante universitaria de St. Mary’s College en Moraga, Con frecuencia pensaba en ser maestra. Cuando ya había tomado algunos cursos graduados, y empecé a enseñar como sustituta, me impactó mucho y descubrí mi camino verdadero.

En 2001, conocí a un niño con trastorno del espectro autista e inmediatamente lo adoraba y quería saber más sobre él y su discapacidad.  Empecé a trabajar con el chiquillo y algunos otros niños con autismo en sus casa y en sus escuelas antes de ser una maestra de inclusión.  Ser una maestra de educación especial es importante para mí, y estoy ilusionada cada día que tengo la oportunidad de ayudar a mis alumnos a lograr su potencia máxima. La lección más importante, creo yo, que se puede aprender en la escuela es saber trabajar con otra persona a pesar de sus diferencias.  Trabajar con otros es una dificultada que todos tenemos que superar en múltiples aspectos de neutras vida, ya sea en nuestros trabajos o en nuestras casas.  Pienso que la escuela es un lugar donde los alumnos, las familias, y los maestros pueden ser parte de una comunidad y compartir los talentos únicos para que todos puedan ser exitosos. 
Julie fue nombrado Disability Culture Hero por KQED y Kaiser Permanente en 2008.


Please feel free to email me as well with questions, thoughts, concerns, other good websites to share....
julie_venuto@berkeley.k12.ca.us

 

"The end of all education should surely be service to others. We cannot seek achievement for ourselves and forget about progress and prosperity for our community. Our ambitions must be broad enough to include the aspirations and needs of others, for their sake and for our own."

---Cesar Chavez