Inclusion Philosophy

Our Philosophy

At Hayfield Elementary, inclusion not only defines our service delivery mode for special education students, but rather defines the culture of the school. The entire staff accepts responsibility for meeting the academic and social-emotional needs of all the students in the school; no longer are the students "yours and mine," but instead they are “ours.”

"We need to develop in our regular education schools and classrooms a sense of community; a belief that everyone belongs, is welcomed, and has gifts and talents to offer."
-Marsha Forest

Learning/Instructional Environments

• Special education teacher assigned to each grade level
• First contact for general education teacher concerns coordination of grade level schedule to facilitate problem solving and planning primary and upper learning labs
• Flexible placement option to accommodate specific learning needs

"There can be hope only for a society which acts as one big family, and not as many separate ones."
-Anwar al-Sadat

Roles and Responsibilities

Administration, general education teachers, special education teachers, and instructional assistants work in tandem to meet goals and objectives for all identified students. With an emphasis to meet the learning needs of each individual, educators actively participate in planning and implementing instruction for special education students. In terms of staff development, Hayfield incorporates the teachers as researcher model where topics are selected based on school/staff interest, and need. Teachers and staff collaborate often with county and outside resources.

"If you always do what you've always done, you'll always get what you've always gotten."
-Anonymous

A Final Thought...

We recognize that our program is fluid and must change as our needs and population change...

"Inclusion begins and ends with the individual."
-Anne Beninghof