Practical Strategies
for Inclusion
There’s More Than One Way
To Do Inclusion!
On Your Note Card…..
Write the questions you have or
what information you most hope
to hear in this in workshop.
Practical Strategies for Inclusion
Inclusion
Basics
Who Does What?
Basics of Roles & Responsibilities
Sharing Information
Models
Strategies
Consultation, Co-something,
Pull-out
Co-teaching, Co-planning,
Assistants, and More
Accommodations and
Modifications
Scheduling
Practical Strategies for Inclusion
Who Does What?
Inclusion
Basics
Basics of Roles & Responsibilities
Sharing Information
Models
Strategies
Consultation, Co-something,
Pull-out
Co-teaching, Co-planning,
Assistants, and More
Accommodations and
Modifications
Scheduling
Inclusion Confusion!
 We don’t always view or see “inclusion” the
same way (or use the same terms!)
 It’s not just about putting kids in general
education classrooms
 It’s not another name for special services
 It’s not a term in the IDEA
Inclusion:
It’s Really About ACCESS!
 Even IDEA-2004

doesn’t specify
INCLUSION…
 IDEA-2004 specifies
ACCESS TO THE
GENERAL
CURRICULUM!



Right of entry
Admission







Right to use
Introduction
Contact
Way in
Entrance
Entry
Approach
Gateway
Opening
Not the Same Old Inclusion
 Higher levels of accountability for student
performance at grade and school level
 Resource models of pull-out for content
instruction less workable or justifiable
 Off-grade level students in on-grade level
classes need more curricular modifications
 Limited accommodations and modifications
for testing has confused the role of special
ed.
Not the Same Old Inclusion
 Response to Intervention (RTI) has put
interventions and strategies in the preidentification stage
 Special Educators are being spread thin
 General Educators unsure of roles and
responsibilities
Inclusion intends…
 A problem-solving environment
 Collaboration and involvement from ALL the
adults (“full school” program)
 A connection for all students to the general
curriculum
 The belief that all students can benefit
 Effective communication and information
sharing
Inclusion Intends…(continued)
 Starting on the “inside” rather than
the “outside”
 The awareness and use of research-based
strategies, practices, models
 The best use of existing resources
 A real effort to meet a child’s needs
 Accommodations and curricular modifications that
facilitate appropriate learning and benefit
Don’t Kid Yourself –
Inclusion Packs a Punch!
 The impact of inclusion
is CHANGE!

Change is hard,
exciting, scary, tiring,
rewarding, scary…
Stages of Educational Change
Change (Biklen, 1992)


Takes time to occur
It’s never a gentle experience!
It’s like the stages of GRIEF!







Denial
Bargaining
Anger
Sadness
Resignation
Acceptance
Renewal
 Includes loss of identity, certainty, meaning, clear
direction
Who Feels the Impact?
The impact of
inclusion is CHANGE
for:



General Education
Teachers
Special Education
Teachers
Administrators
The Benefits of Inclusion
 Access to the general curriculum
 Greater opportunity to interact
 Higher expectations
 Peer role models
 Greater acceptance of differences
 Respect and understanding
 Shared resources
There is no research that shows negative
effects when it’s done right!
Driving the Point Home!
 Inclusion is not a place we put kids
 Inclusion is not one model
 Inclusion happens when teachers collaborate
and work together
 All students are tied to the general education
curriculum (some more loosely than others!)
 Inclusion is about more than academic
achievement! (But that’s what scares teachers the most!)
 Remind everyone of the benefits of inclusion
Take a Moment…
To define “inclusion” for your staff,
it’s helpful to have a list of “What
Inclusion IS and IS NOT.
 Think of 2 for each column.
 Now, “Get one/Give one” until
you have at least 5 for each
column.
Practical Strategies for Inclusion
Inclusion
Basics
Who Does What?
Basics of Roles & Responsibilities
Sharing Information
Models
Strategies
Consultation, Co-something,
Pull-out
Co-teaching, Co-planning,
Assistants, and More
Accommodations and
Modifications
Scheduling
Roles & Responsibilities for Inclusion
 Classroom Teacher’s
Role: To plan,
coordinate, schedule,
and evaluate curriculum
and instructional
outcomes within a
secure, positive, and
enriched inclusive
classroom environment.
 Special Educator’s
Role: To provide
instruction and support
which facilitate the
participation of students
with disabilities in
regular education
classroom
Job Titles May Help
General Education
Teacher
Special Education
Teacher
 Classroom Teacher
 Consultant
 Content Specialist
 Strategist
 Instructional Leader
 Resource Specialist
 “Chief Cook”
 Case Manager
 Collaborator
 Collaborator
 Co-Teacher
 Co-Teacher
Inclusive Roles and Responsibilities:
It’s Best to Make it Clear
Take the time to customize a list of “inclusion”
guidelines for your program, school, or district that
clearly defines overall roles and responsibilities of
General Education Teachers and Special Education
Teachers. For each list…
 Circle the number of the items you want to keep
 Mark out the number of the items you want to delete
 Write in any changes
 Add items you want to include
These Lists are Useful ---- HOW?
Make Indirect A Viable Model!
Indirect services involve support and
consultation to general education teachers
(and paraprofessionals) who work directly
with special needs students students.
Take A Minute…
 Do I want to develop a written list of
inclusive roles and responsibilities
for my school?

How will I do that?
Sharing Information –
It’s VERY, VERY Important!
SPED Teacher has…
 Specific, individual
student information

Learning styles
 Specific IEP information



Goals/objectives
Modifications and
accommodations
Present level of
performance
 Student Profile
GenEd Teacher has…
 Classroom Profile
 Classroom info and
expectations
 Instructional styles
 Learning and
behavioral
expectations
 Curriculum knowledge
and understanding
How is Information Shared in Your
Building?
 Is information being shared?
 What specific information does special
education provide general
education teachers?
 Is the process formal or informal?
 Can you describe the format or the
communication tool used?
 How quickly is the information
disseminated at the beginning of the year?
Take A Minute…
 How can we increase the exchange
of information between general
education and special education
in my school?
Practical Strategies for Inclusion
Inclusion
Basics
Models
Consultation, Co-something,
Pull-out
Accommodations and
Modifications
Who Does What?
Basics of Roles & Responsibilities
Sharing Information
Strategies
Co-teaching, Co-planning,
Assistants, and More
Scheduling
Special Education Service Delivery
General Classroom Services
Pull-out Services and Support
Separate Classroom Services
Alternative Setting
Homebound
Delivering Special Ed. Services
Indirect
Direct
The Special Education
teacher does not
work with the
students, but with
the teachers and
staff who provide the
direct instruction.
The Special Education
teacher DOES work
directly with
students in a
general or special
setting.
Special Education Services

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Indirect
Consultation
Problem Solving
Sharing student
information
Planning
Collaboration (providing
ideas for modifications,
accommodations,
strategies)
Coaching
Behavior interventions
Itinerant support to
students




Direct
Co-teaching and
Supported instruction
Pull-out
Resource
Special Classroom or
Setting
Continuum of Inclusive Models
LESS Support Intensive
Consultation
Supported Instruction
Co-Teaching
Resource/Pull-out
MORE Support Intensive
Models of Inclusive Services
Consultation Model
Student support services
personnel provide
indirect, out-of-class
support to general
classroom staff or
students.
Consultation Model
Planning
Strategies
Problem-solving
Shared student information
Shared program information
Observations
Coaching
Resources and materials
Models of Inclusive Services
Collaborative/
Classroom Support
Model
Student support services
personnel provide direct
in-class support to
students as they
participate in the
general education
classroom
Classroom Support
Model
“Inclusive” Classroom
- Co-teaching
- Supported Instruction
Modifications
- Instructional
accommodations
- Curricular modifications
Difference Between Co-Teaching and
Supported Instruction
Co-Teaching
Supported Instruction
 GenEd teacher and SpEd teacher
 Less planning or ongoing
plan together
 Regular and scheduled
planning
 Both teachers come prepared
 Format for planning
 Shared Instruction
 Active engagement throughout
instructional time
 Use of a definable instructional
arrangement
 More of an equal partnership
communication may be evident
 Special Ed. personnel obviously
in assisting role
 General education has primary
responsible for instruction and
direction
 Teach and Support/Assist is
prevailing instructional
arrangement
 Less of an equal partnership
Models of Inclusive Services
Pull-out Model
Student support services
personnel provide direct
instruction, support or
modifications to student
with special needs
outside the general
classroom.
- smaller groups
- more intense or specialized
instruction
Pull-out Model
Resource Class
- Academic support
- Academic enrichment
and acceleration
- IEP skill development
Self-contained Class
- Academic support
- Functional curriculum
- Curricular modifications
GO NEXT
Special Education Service Delivery
General Classroom Services
Consultation:
Information Sharing Problem Solving Coaching
Collaboration:
Co-Teaching Assistant Supported Instruction
Pull-out Services and Support
FROM A LITTLE TO A LOT!
Direct Instruction
Academic Support
Social Skills
Support/Study Strategies Transition Skills
Separate Classroom Services
Direct Instruction
Behavior Instruction
Social Skill Instruction
Content Instruction
Access to the General Curriculum
Alternative Setting
Homebound
Special Education Service Delivery
General Classroom Services
Pull-out Services and Support
Separate Classroom Services
Alternative Setting
Homebound
Take a Minute…
 You have to know what you are starting with!
How are special education services delivered
in your building?


What services do you have with
each level of the continuum?
How can you help your staff
understand the picture of current
special education services?
Practical Strategies for Inclusion
Inclusion
Basics
Models
Consultation, Co-something,
Pull-out
Accommodations and
Modifications
Who Does What?
Basics of Roles & Responsibilities
Sharing Information
Strategies
Co-teaching, Co-planning,
Assistants, and More
Scheduling
Some Inclusive Strategies




Co-teaching
Co-planning
Instructional Assistants
Other Strategies

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

Problem-solving
Differentiated Instruction
Active Learning
Study Guides
Direct Instruction
Research-based Strategies
Co-Teaching
 It’s not the ONLY way to do inclusion!
 If you are going to use it, use it right!



PROVIDE TRAINING
Co-teaching or Supported
Instruction?
Co-Teaching Approaches


Power of 2 DVD clip
Co-Teaching Considerations
 If you only do whole group instruction, co-
teaching is a waste of time!
Co-Planning
 Without co-planning, it never gets past
supported instruction




Co-exist
Communicate
Coordinate
Collaborate (problem-solve)
 Have to make time for it
 Must have procedures and a format
 The time for planning actually decreases if…
Co-Planning IS Different!
3 Stages of Co-Planning
Stage 1
GenEd Teacher plans prior to co-planning
meeting

Outline curricular content
and related instructional
activities
Prepare
Review
Together and
Develop
Gen Ed Teacher
Plans
Co-Planning IS Different!
Stage 2
Both GenEd and SpEd teacher review curricular
content and develop instructional activities




How do we arrange the teachers?
How do we arrange the students?
Make judgments about the topics,
content, and activities in
Prepare
relation to students
Review
Define changes to content,
Together and
Develop
activities, student groupings,
Gen Ed Teacher
adult responsibilities
Plans
Co-Planning IS Different!
Stage 3
Both teachers prepare



Materials and resources for students that
require significant changes
Collects alternative materials
Plans for implementation


In a co-taught classroom
In a consultative setting
Prepare
Review
Together and
Develop
Gen Ed Teacher
Plans
On-Going Planning
 Inclusion requires planning – can’t be done
“on the fly”. Prepare and show up!



Gen. Ed. – instructional plans and materials
Special Ed. – target student names and
special needs information
Include requirements (standards, goals, etc.)
 Need a (visual) planning format


Co-planning book
Collaborative plan
Instructional Assistants
 Best Practice – can’t “co-teach”
 Federal laws required assistants be trained.

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Specific areas of disability and support
Behavior management
Confidentiality
Instructional strategies
 Day to Day Tasks and “The Short List”
 My Task List
 Assistant Responsibilities Example Sheet
Instructional Assistants
 Federal laws required assistants be
supervised


Executive and Instructional Supervision
Assistant Duty Feedback Form
 In inclusive settings, the general classroom
teacher becomes an instructional supervisor

Paraeducator’s Brief User’s Guide
Other Inclusive Strategies
 Problem-solving
 Differentiated Instruction
 Active Learning
 Study Guides
 Graphic Organizers
 Peer Assisted Learning
 Direct Instruction
 Other Research-based Strategies
Use What Works!
Vocabulary Instruction
.95
Compare, Contrast,
and Classify
1.61
Summarizing and
Notetaking 1.00
Reading Comp.
Strategies
1.13
Reinforcing Effort and
Praise
.80
Nonlinguistic
Representation
.75
Cooperative Learning
.74
Activating Prior
Learning .59
Student “Think Alouds”
.98
Direct Instruction
.82
Rules and Procedures
.76
Teacher-Student
Relationship
.87
Corrective Feedback
.33
Self-questioning
1.33
Mneumonic illustrations
1.28
Take a Minute…
Co-teaching is not the
only option for “doing
inclusion”
 Consultation
 What are some of the
 Instructional
inclusive practices already
happening in your school?
 What changes would you
like to make?
 Is there anything new you
would like to try?
 What plans do you need to
make?
Assistants
 Problem-solving
 Research-based
strategies
 Co-teaching
 Co-planning
On Your Note Card…..
Review the questions or topics.
Which ones have been
answered?
What new questions
do you have?
Practical Strategies for Inclusion
Inclusion
Basics
Who Does What?
Basics of Roles & Responsibilities
Sharing Information
Models
Strategies
Consultation, Co-something,
Pull-out
Co-teaching, Co-planning,
Assistants, and More
Accommodations
and Modifications
Scheduling
Some Kids Have Problems
with the Instruction…
 Calls for skills the student does not have
 Requires activities that don’t support mastery
of the material
 Not enough repetition
 Don’t provide cues about how to think about or
study the information
 Don’t provide options for students to
demonstrate what they’ve learned
But Some Have Problems
with the Content…
 Abstract, complex, or not organized
 Uses unfamiliar vocabulary
 Too much information
 Requires knowledge or background
information that the student does not possess
or been exposed to
 Not relevant or appropriate for individual
students
The Options That You Have
The whole concept of making accommodations
and modifications is huge, and can get
confusing and overwhelming!
A Little Organization Helps!
Let’s consider the whole collection of
accommodations, modification and support
strategies, tips, ideas, interventions, tricks,
cues, and devices on a continuum… or
assigned to levels.
In Terms of “What Students Can Do”,
They Can…
…do what everyone else is doing
…do what everyone else is doing WITH SUPPORT
…do what everyone else is doing WITH ACCOMMODATIONS AND
INSTRUCTIONAL CHANGES
…do something SORT OF LIKE what everyone else is doing (parallel)
…do SOME of what everyone else is doing (partial participation)
…do SOMETHING DIFFERENT (alternative)
Least Resource Intensive
…do what everyone else is doing
…do what everyone else is doing WITH SUPPORT
…do what everyone else is doing WITH ACCOMMODATIONS AND
INSTRUCTIONAL CHANGES
…do something SORT OF LIKE what everyone else is doing (parallel)
…do SOME of what everyone else is doing (partial participation)
…do SOMETHING DIFFERENT (alternative)
MOST Resource Intensive
GREATEST Number of Students
…do what everyone else is doing
…do what everyone else is doing WITH SUPPORT
…do what everyone else is doing WITH INSTRUCTIONAL CHANGES
…do something SORT OF LIKE what everyone else is doing (parallel)
…do SOME of what everyone else is doing (partial participation)
…do SOMETHING DIFFERENT (alternative)
SMALLEST Number of Students
Where’s the Line?
…do what everyone else is doing
…do what everyone else is doing WITH SUPPORT
…do what everyone else is doing WITH INSTRUCTIONAL CHANGES
…do something SORT OF LIKE what everyone else is doing (parallel)
…do SOME of what everyone else is doing (partial participation)
…do SOMETHING DIFFERENT (alternative)
Something Like, Part of, or
Something Different
Once the appropriate level of accommodation
moves beyond “what everyone else is doing”,
modifications get “trickier”



understand,
to agree on, and
“make happen” inside the
general classroom.
For Curricular Modifications,
…MORE is needed!
…more collaboration, more lead time, time to
plan, time to prepare, more resources, more
implementation, more practice and
reinforcement, and more ways to assess and
grade
Some Realizations are…
Not all students will or should…
 Learn all of the content
 Do all of the assignments or instructional
activities
 Be graded the same way
All student should…
 Be exposed to basic concepts
 Have meaningful instruction
 Progress, to the extent possible and
appropriate
The Only Way to Make Appropriate
Curricular Modifications
…is to plan and define exactly what part of the
curriculum or what content should be
achieved by the student or students




for a subject area or class,
unit of study,
an individual lesson, or
an individual instructional activity.
 Don’t wait and just modify the test!
TEST: Label the parts of the egg.
TEST: Label the parts of the egg.
Germinal Disc
Albumen
Air Cell
Outer
Membrane
Yolk
Chalaza
Vitelline
Membrane
Inner
Membrane
Shell
How to Make
Curricular Modifications
 Start with the big picture. Standards, course and unit
orientation.
 Target the most basic information, skills or
concepts. Choices have to be made.
 Prioritize. List the information, skills or concepts to be learned in
order of importance, then start at the top of the list. You not get
mastery on the whole list.
 Back up to go forward. Activate prior learning - connect new
learning to something the student already knows or understands, then
move forward.
 Increase the Odds. Reinforce information increase memory
and recognition factor by teaching key vocabulary and concepts.
How to Make
Curricular Modifications
 Key to concrete or tangible examples, application
and practice.
 Repetition is necessary.
 Choose information that relates to real life or a
necessary skill that the student will need to know or use. Infuse
basic skills whenever possible.
 Avoid creating mountains in the Dead Sea. The
intent is to raise the water level!
 Facilitate partial participation
Parts of what
everyone else is doing may be very appropriate
 Use research-based interventions and strategies
to increase comprehension and vocabulary recognition and
association.
The Real Trick is Deciding that…
 Curricular modifications are appropriate (and
the right thing to do).
 Direct instruction on target concepts is better
than “scattered” learning on everything
 Students receiving curricular modifications
may not have to go somewhere else
 We can find compromises to the grading
issue (or continue to work on it!)
 We need to structure and provide the
necessary supports for effective curricular
modifications
Curricular Modifications Can be
Written into the IEP
 Direct content vocabulary instruction
 Reduced objectives or outcomes
 Prioritized standards/objectives
 Differentiated instruction (structured choices)
 Parallel instruction, materials, topic/subject
 Shortened assignments
 Partial participation
 Alternative instructional activities, assignments, projects, or
materials
 Modified/Alternative grading
 Replacement activities
Some Practical Tips
 Start with the end in mind
 Use simplified visuals, structure, and hold the
student accountable for the content
 Develop anything that will structure and guide
learning
 Categorize content as MUST KNOW, NICE TO
KNOW, and TRIVIAL
 Provide choices and alternative methods of
instruction
 Use research-based strategies
Stuff You Have and Things You
Can Make (Resources and Materials)
 Study Guides
 6th grade original study guide
 6th grade new study guide



Make sure completed info is correct
Kids need to get them early on
Should cover only key info
 Graphic organizers –
 Weather notes
 Layers of the atmosphere
 Story Star
 www.enchantedlearning.com
Stuff You Have and Things You
Can Make (Resources and Materials)
 Mnemonics
 World War II Allies
 Parts of the Cell
 Vocabulary Instruction
 Sentence Strips
 Differentiated Instruction
 Project Menu – 8th grade ELA
 Loop Game www.curriculumproject.com
 Curriculum Booklets

Modern Learning Press 1-800-627-5867
Take a Minute…
Where do you think your staff
stands in understanding or
implementing curricular
modifications?
How can you increase their
understanding or
implementation of Curricular
modifications?
Practical Strategies for Inclusion
Inclusion
Basics
Who Does What?
Basics of Roles & Responsibilities
Sharing Information
Models
Strategies
Consultation, Co-something,
Pull-out
Co-teaching, Co-planning,
Assistants, and More
Accommodations and
Modifications
Scheduling
Scheduling
Harder Than It Looks
What Does the Literature Say?
The schedules develop are crucial to the
implementation of student programs.
(Snell & Hanney, 2000)
Time and scheduling are pragmatic
issues that professionals must address.
(Friend & Cook, 2000)
Developing schedules – a most time
consuming task. (Widerholt, Hamill, & Brown, 1993)
…And Finally
There is no way that an ideal schedule
can be prepared! (Wiederholt, Hammill, & Brown, 1993)
Scheduling support services across
different service delivery structures is
everyone’s nightmare and you will never
get it “right”. (DeBoer & Fister, 1995)
Scheduling Across
Those Different Delivery Models
LESS Support Intensive
Consultation
Supported Instruction
Co-Teaching
Resource/Pull-out
MORE Support Intensive
Scheduling Considerations
 IEP service types and amounts of time
 Numbers and “types” of special education
staff
 Responsibilities of SpEd staff

Murawski (2010) states…
Inclusion Schedule Planner (or
something like it)
Elementary or Secondary
 Best completed by the case manager or
teacher with the most experience with the
student
 Best completed at the end of the school year
(before working on the new schedule)
 CAUTION! CAUTION! CAUTION!!!!

Some teachers will automatically check
“special ed. class“ just based on previous
placements or other limiting factors
Steps for Scheduling (Murawski, 2010)
 List and count the number of students in each
area (by grade)

“dump” into EXCEL spreadsheet
 Group the students special ed. and general
ed. Classes. Consider the student
“weightings”.
 Watch the percentages as you develop the
classes! Load up or spread out?
Scheduling Options





“Loaded Up”
SpEd has fewer teachers/teams
to support
Requires more direct in-class
support
Need to add variety & flexibility
by using direct support
creatively
Training and support
concentrated to a smaller group
Easier to administrate







“Spread Out”
SpEd has more teachers/ teams
to support
More resource intensive
Planning & communication
more difficult or complex
creativity & flexibility a must
from the start
Requires more initial
responsibility by GenEd
teachers
More equitably
More complicated to
administrate – multifaceted
Some Have Said…
 Count on “move ins”, so plan proactively.
 Create options for immediate needs
 Make changes only at natural breaks (if you
simply MUST!)
 Days and time of support can be flexible

Article
 SpEd teachers can’t co-teach with every
teacher

Don’t try to add something without taking
something off
Some Have Said…
 Schedule supported/co-teaching first,
consultation time second, and fill in with pullout
 Regularly review student needs and teacher
comfort levels (they change)
 Consider other supports
 Spread out the students with the more
intensive needs
Scheduling: What Does the Literature Say?
There is no way that an ideal schedule can be
prepared!
(Wiederholt, Hammill, & Brown, 1993)
Scheduling support services across different
service delivery structures is everyone’s
nightmare and you will never get it “right”.
(DeBoer & Fister, 1995)
Take a Minute…
Scheduling.
 What pearls of wisdom can you share?
 What nightmares have you experienced?
Practical Strategies for Inclusion
Inclusion
Basics
Who Does What?
Basics of Roles & Responsibilities
Sharing Information
Models
Strategies
Consultation, Co-something,
Pull-out
Co-teaching, Co-planning,
Assistants, and More
Accommodations and
Modifications
Scheduling
On Your Note Card…..
Review the questions or topics.
Which ones have been
answered?
What new questions
do you have?
Do I Need To Mention BARRIERS?
 Wide variety of student needs
 Disagreement on when to “push in” support
or “pull out” students
 Individual GenEd schedules and flexibility
 Dedicated blocks of time
 General Education teacher perspective
Reading Strategies
The top 5 of 28 reading strategies:
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Direct teaching of vocabulary
Teaching pre-, during-, post-reading strategies
Fluency building, high frequency words
Chunking and questioning aloud
Relating to student experiences
Math Strategies
The top 5 of 20 math strategies were:
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Tactile, concrete experiences of math
Daily re-looping of previously learned
materials
Problem solving instruction and task analysis
strategies
Teacher think-aloud
Student think-aloud
Science and Social Study Strategies
The top 5 of 23 content strategies were:
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Hands-on, active participation
Using visuals
Using pictures to demonstrate steps
Using pre-reading strategies
in content areas
Modeling/teacher
demonstration
SLANT
 Sit up straight
 Lean forward
 Act like you are interested
 Nod your head
 Track the teacher