SCHOOL INCLUSION PROGRAMMES (SIPS)

The purpose of this work was to understand the school inclusion programmes ( SIP s) for students with special educational needs ( SEN ). The methodology was conducted in the field of special education ( SE ) and focuses on three case studies of students who was supported by SIP s. The Targeted, Individual, Structured, Inclusion Programme for students with Special Education Needs ( TISIP f SEN s) has been applied with emphasis the emotional organisation and the speaking skills. The first case study of student with Pervasive Developmental Disabilities‐Autism Spectrum was integrated on a SIP of a general kindergarten class that was applying a programme of parallel support ( PS ). The second case study of student with mild mental retardation ( MMR ), a SIP was applied in an inclusion classroom ( IC ). The third case of student with MMR was similarly supported by a SIP in a special elementary school ( SES ). The evaluation of these SIP s was held with the usage of the corresponding teaching interaction form ( TIF ) according to the principles of TISIP f SEN s. Among the results, it was found that SIP s can efficiently support and promote the inclusion of students with SEN s.