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IDEA 2004 requires that a child be educated in the least restrictive environment. For many children that means being part of the regular classroom in their neighborhood school. Although, according to the most recent census, most children who are deaf-blind currently receive some or all of their educational services in separate settings, there are some successful examples of children who are deaf-blind succeeding in inclusive classrooms. Access to the general curriculum and interaction with non-disabled peers are both critical elements of inclusion.

Issues and Concerns Related to Inclusive Education for Students Who are Deaf-Blind: Findings of the Task Force of a Model Demonstration Project

Research Synthesis Points on Early Childhood Inclusion

School Inclusion

TIES (Time, Instruction, Engagement, Support) Center

Inclusion and Children Who Are Deaf-Blind - Bibliography

More Resources on Inclusion

Social Interaction with Peers

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