Qualities and Beliefs of Restructured, Inclusive Schools

1. All students are valued members of society and of their school communities. All students means every single student.
   

2. Schools help students to think clearly, develop their intellectual and creative potential, and in general learn to use their minds well.
   

3. Schools respect each student’s gifts and talents by recognizing and honoring demonstrations of effort and achievement.
   

4. Schools see themselves as communities of learners in which a spirit of inquiry, reflection, and risk taking prevails.
   

5. All students benefit from learning together with others who represent a spectrum of diversity including race, culture, gender, age, talent, temperament, and experience.
   

6. Knowledge is a s varied and interwoven as human experiences. This principle is reflected in the interdisciplinary nature of the curriculum.
   

7. Teachers view themselves first as educators of students and second as specialists in a subject area. They are excited about learning and enthusiastic in their work with students.
   

8. Class sizes are small enough so that teachers can personalize instruction. At the high school level, this means that no teacher must work with more than a total of 80 students per semester.
   

9. Schools are democratic societies in which students share in decisions regarding governance, curriculum, and goal setting.
   

10. All students benefit from opportunities to receive as well as to provide assistance and service to others and to their communities.

From Fried, R.L., & Jorgensen, C.M. (1998). Equity and excellence: Finding common ground between inclusive education and school reform. In C.M. Jorgensen, Restructuring high schools for all students: Taking inclusion to the next level (p.21). Baltimore: Paul H. Brookes Publishing Co.

This is an official publication of The University of Maine
A member of the University of Maine System

Updated: 01/11/2007