The Time-Space Continuum Using Natural Supports in Inclusive Classrooms

Developing an inclusive education program can be difficult. Teachers and administrators must overcome many barriers, such as these: Philosophical barriers (whether these kids belong here). Logistical barriers (who goes where, for what class). Personal barriers (who is going to teach these students, and what the kids need to learn). Developing an inclusive program at the secondary level adds to these barriers the challenges of contending with departmentalization, minimum competency testing, and graduation requirements (Ferguson, Meyer, Jeanchild, Juniper, & Zingo, 1992; Schumaker & Deshler, 1995). Given this scenario, it is not surprising that many general high school educators panic when they learn that a student with special needs is going to be in their classroom. Perhaps the best way for general educators to approach the inclusion and support of students with disabilities is to do so in the same way they would approach the support of a student without disabilities. What are the resources that they already use to provide their students with needed support? What are some of the resources that they know exist, but have not used? These resources, called natural supports, include staff member roles, curriculum and instruction, time, space, parents, and peers (see box, page 46, What Are Natural Supports? and Table 1). The goal of this article is to help practitioners look at their resources in a new way, identifying supports that may already exist but are not currently being used-such as other staff members