WHAT IS IT? WHY DO WE DO IT? WHAT DOES IT LOOK LIKE? Inclusion 101

WHAT IS IT? WHY DO WE DO IT? WHAT DOES IT LOOK LIKE?

Inclusion 101

What is the Purpose of Inclusion?

Students are placed in an inclusion setting because they have extra educational needs.

What are we providing extra for those students in the inclusion setting? (hint: it’s more than just extra time!)

Inclusion Myths

Only the struggling learners benefit from inclusion.

Teachers should simply move at a slower pace in the inclusion classroom.

Students in inclusion cannot learn.

IEP’s, Accommodations, and Modifications

Content Expert Inclusion Instructor

Lesson PlanningInstructionGradingClassroom

ManagementCommunication

(student, parent, co-teacher)

Lesson PlanningInstructionGradingClassroom

ManagementCommunication

(student, parent, co-teacher)

Roles and Responsibilities

Content Expert Educational Assistant

Lesson PlanningInstructionGradingClassroom

ManagementCommunication

(student, parent, co-teacher)

Small Group, Re-teaching

ManagementRecord KeepingCommunication (co-

teacher)

Roles and Responsibilities

PlanWhich approaches do I want to implement in my inclusion classroom?

What obstacles do I foresee?

What procedures and/or processes will I put in place to help ease those obstacles?

How

Do I G

et There?

CommunicationWhen and how will we

communicate?What types of scenarios require

immediate attention?How should we communicate in

the middle of class?How will we keep records?Who is responsible for keeping

records?How will we come to an

agreement on roles and responsibility?

How

Do I G

et There?

Implementation When will we meet or communicate? How much of this plan needs daily or

weekly upkeep? What will I do when an issue or

misunderstanding arises?

How

Do I D

o This?

Scenarios

The content teacher e-mailed lesson plans to the special education teacher last week. When the special education teacher arrives, he is unprepared and does not understand the concept. He sits in the back of the classroom taking notes trying to understand the content in order to assist students.

Scenarios

The special education teacher has been trying to meet with the content teacher to discuss an issue that keeps arising with a student in class. Each time he schedules an appointment, the content teacher has another task she needs to complete during that time (e.g. parent meeting, team meeting, ISS forms, etc.).

Scenarios

The content teacher has planned a lesson which requires the special education teacher to be present (Station Teaching, Teaming, or Parallel). When she expresses this to the special education teacher, he tells her he has an IEP that day during that time.

Scenarios

The special education teacher is consistently late arriving to the content teacher’s classroom.

OR

Each day when the special education teacher arrives to class, the content teacher excuses herself to go to the restroom or get coffee.

Scenarios

Each day during class, the special education teacher or educational assistant is disruptive by loudly consulting with different students in order to assist them.

Scenarios

One instructor has concerns the needs of a special education student in the inclusion class aren’t being met. She has expressed that to her co-teacher multiple times and even offered suggestions to help, but nothing has changed.

Questions

What other questions or concerns do you have?