Organizing Resources to Support Inclusion Models for Students With Disabilities: Recommendations for ESSER investments and findings from our new study

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Across the country, roughly one in five students with an IEP spend most of their time receiving individualized services and supports in a “self-contained” or “substantially separate” setting. And the COVID-19 pandemic has highlighted the importance of effectively serving students with disabilities – and exacerbated the inequities embedded in traditional models for doing so. For some of these students, a more inclusive learning environment is appropriate – but districts need to know which resources to use and how to target them strategically in order to implement inclusion models effectively.