Overview:
“General education first” means supporting students with disabilities as general education students before their disability label, through integrated inclusion, teacher collaboration, and evidence-based interventions—a strategy that improves outcomes but depends on strong school leadership to implement effectively.
Every student deserves to be recognized for their strengths before their challenges. Yet for many students who receive special education services, the disability label is the first thing others notice. When schools adopt a “general education first” philosophy, they shift the conversation from limitation to possibility, recognizing that special education is about support—not who you are.
In education, the term “general education first” is often misunderstood as prioritizing the needs of general education students over those receiving special education services. However, the concept actually emphasizes that students receiving special education services should first be viewed and supported as general education students before being identified primarily for their disabilities or special services. As the number of students receiving special education support continues to grow each year, it is increasingly important for educators to understand how to effectively meet the diverse needs of these students. Prioritizing general education supports, interventions, and inclusive environments before considering more restrictive placements can help promote stronger academic, social, and behavioral outcomes for students with disabilities.
As national discussions continue about the future of special education leadership and management of federal education programs, many educators and families are paying close attention to what these changes could mean for students with disabilities. While the details of future policy decisions are changing, one priority must remain the same: ensuring that students with disabilities have reasonable access to high-quality education alongside their peers whenever appropriate. A “general education first” approach reinforces this commitment by emphasizing inclusive practices, collaboration, and evidence-based supports that help students achieve grade-level curriculum while receiving the individualized resources they need to succeed.
Why is this important? In the United States, the history of special education services has evolved significantly, from limited support for students with disabilities to highly segregated classrooms where students had little access to their regular education peers. The Individuals with Disabilities Education Act (IDEA) insists that students must be educated in their least restrictive environment (LRE), meaning they must receive the special services they need while living with their regular education peers in the most appropriate manner.
This law has played a major role in moving schools from segregated educational systems to inclusive systems that promote the academic, social, and behavioral development of students with disabilities.
A general education first approach offers many benefits to students who receive special education services. Students can benefit from exposure to peer mentoring, increased opportunities for differentiated instruction, and meaningful social interactions with their peers. Even students performing well below grade level can benefit from access to grade-level curriculum and the high expectations that come with participating in a regular education setting.
Some may question whether these students can continue their studies in a regular education classroom. However, the purpose of special education services, whether delivered through inclusion or exit support, is to meet students at their current level of performance and work to close educational gaps. Although students may not always be able to independently complete grade-level assignments without support, they receive accommodations, remediation, special instruction, and interventions designed to help them succeed. It is still important that these students have access to quality education, opportunities to ask questions, and the same additional interventions and supports that any other regular education student would receive.
Does this approach benefit the teachers as well? When used effectively, it can completely. A general education first approach encourages collaboration between general and special education teachers, fosters shared responsibility for student success, and helps create a strong culture of inclusion across campus. For inclusive practices to be successful, it is important that student data is regularly monitored to ensure that students are showing growth and responding well to interventions and supports.
This continuous monitoring allows for data-driven planning of education and interventions while strengthening collaboration during IEP meetings. Through this collaborative process, both general and special education teachers are better equipped to discuss student progress, make informed decisions about placement and services, and develop appropriate policies to support continued student growth.
To help campuses create an inclusive “general education first” model, it is important to create opportunities for collaboration between all departments. Often times, special education teachers are not included in grade level planning meetings, despite the valuable insight and support they can provide. Involving special education staff in collaborative planning can strengthen inclusive practices and improve support for students in all settings. It is also important to remember that inclusion does not mean that every student will receive the same education.
It was successful general education The first approach recognizes that students learn differently and may need different levels of support to successfully access the curriculum. By using accommodations, transitions, intervention programs, and collaborative teaching practices, schools can create learning environments that maintain high expectations while still addressing the needs of individual students.
It is also important to provide students with ongoing academic and behavioral support as needed. If students do not receive effective support and intervention, frustration can build and may lead to behavioral difficulties in the classroom. In addition, campuses should provide and, if possible, increase access for general education teachers to evidence-based interventions and engaging teaching strategies. Whether this support is delivered through collaboration with special education staff, professional development opportunities, or the implementation of inclusive programs, these practices can greatly benefit student success.
Effectively implementing a “mainstream education first” approach has its challenges. Many schools continue to use limited planning time, staff shortages, competing commitments, and varying levels of training in inclusive activities. However, meaningful progress can be made through deliberate collaboration and small, sustainable changes. For example, a general education and special education teacher may jointly plan a lesson that includes multiple ways for students to access content and demonstrate their understanding, allowing students with disabilities to participate alongside their peers with appropriate support.
Likewise, using differentiated instruction, principles of Universal Design for Learning (UDL), or Multi-Tiered System of Supports (MTSS) can help address diverse learning needs before considering restrictive teaching settings. While there is no one-size-fits-all strategy for every classroom, a shared commitment to collaboration and concrete support helps create learning environments where all students have the greatest opportunity to succeed.
In conclusion, the “general education first” approach helps ensure that students who receive special education services are viewed first as strong, capable, and capable students to succeed alongside their peers. By prioritizing inclusive environments, collaboration among teachers, evidence-based interventions, and ongoing support, schools can create opportunities for stronger academic, social, and behavioral outcomes for all students. Although inclusion can present challenges, the benefits of providing students with peer access to general education, curriculum, and support far outweigh the difficulties when implemented successfully.
Ultimately, creating a culture that values collaboration, inclusion, and individual support allows schools to better meet the diverse needs of students and promote success for every student. The task of building this culture begins with school leaders. Administrators, academic leaders, and campus teams must intentionally prioritize inclusive practices by providing meaningful professional development, securing collaborative time, and ensuring that teachers have the resources necessary to support all students.
When school leaders embrace the concept of “general education first”, they are trusting that inclusion is not just a compliance requirement but a shared commitment to student success. Every decision made to strengthen inclusive practices brings schools closer to creating learning environments where every student is respected, supported, and given the opportunity to thrive.
