INCLUSION ACTION PLAN
Inclusion Action Plan
Trisha Zahn
EDUC 605 Inclusion
Viterbo University
INCLUSION ACTION PLAN
INCLUSION ACTION PLAN
Current Inclusion Practices
Pewaukee Lake Elementary School (4K-3rd grade) provides a nurturing environment where
students are safe, kind and keep everyone in mind. Inclusion practices are highly valued as one or two
classrooms per grade level (out of 8-9 total sections) are designated as inclusion classrooms. In the
inclusion classrooms, the regular education and special education teacher co-teach curriculum content.
As a result, both teachers collaborate in accommodating, modifying and providing interventions as a
means of differentiating for each individual in the least restrictive environment. Students that are placed
exclusively in inclusion classrooms typically have been diagnosed with a cognitive disability,
emotional/behavior disability, learning disability, autism or other health impairment. There are several
students that require frequent breaks from the regular education setting due to limited attention spans
based on their abilities or behaviors. Other students are pulled for Tier 2 or 3 reading or math
intervention, speech therapy and/or OT/PT. However, the ultimate goal is to provide equal instruction
for all students in the regular education classroom.
Another inclusion practice currently being implemented school wide is a behavior regulation
program called The Zones of Regulation. The Zones of Regulation was initially created for students that
had emotional/behavior disabilities or autism. The zones aid students in identifying positive and
negative feelings and self-regulating these emotions. Our special education staff noticed the positive
impacts the program had to offer after implementing it with a select group of students. Unfortunately
this program conflicted with our classroom behavior chart systems and the students with disabilities
were associating their feelings with behaviors, two separate entities. In order to promote inclusion, our
school embraced The Zones of Regulation and developed a new behavior chart system that would
separate feelings from behaviors and create an environment that was safe for all students to express
their emotions in a healthy manner.
Assistive technology is yet another inclusion practice utilized in order to provide students with
disabilities equal learning opportunities. Our assistive technology committee, consisting of speech
therapists, OT/PT therapist, and special education teachers has the ability to purchase adaptive
equipment through allocated district funds in order to meet the needs of all our learners. Some of our
special education students use Google Apps on laptops or tablets to dictate their writing pieces, while
others use slant boards or special pencil grips. Through the use of assistive technology, our school meets
the needs of our diverse learners.
INCLUSION ACTION PLAN
SWOT Analysis for Inclusion
Strengths

District embraces inclusion model through co-teaching/team teaching between the regular
education and special education staff.

Staff members have an in depth understanding and are properly implementing the RtI model of
interventions and supports.

Staff trained to support EBD and other behavioral concerns through the program The Zones of
Regulation.

District assistive technology department supports students (i.e. wiggle seats, iPads, slant boards,
etc.)

District family awareness support group (SEFAC – Special Education Family Advisory Council).

Implementation of researched-based interventions in reading and math.

District hires highly qualified teaching staff with expertise.

Progress monitoring of Tier 2 and Tier 3 students with follow up data meetings every 6 weeks.

Expert listener and math mentor community volunteer program provides individual support for
students.

Grade level teams participate in personalized learning communities (PLC’s).
Weaknesses

Staff professional development in the area of mental health disorders.

Limited staff trained in implementing research-based interventions.

Special education staff overscheduled in inclusive classrooms.

Limited collaboration between regular education and special education staff.

Staff beliefs and philosophical differences on inclusion.

Implementation of behavioral interventions and managing Tier 3 behaviors.

Limited disability awareness among staff, parents and students.

Limited training opportunities regarding best practices for inclusion for regular education staff.
Opportunities

Provide sensory opportunities through the use of a MakerSpace (available Fall 2015).

Download/purchase text-to-speech and speech-to-text programs for assistive technology
devices to support literacy instruction.
INCLUSION ACTION PLAN

Assign one special education staff member per grade level inclusion classroom.

Evaluate and reflect on current teaching practices/instruction.

Increase collaboration between regular education and special education staff during PLC
(personalize learning community) meetings.

Disability awareness training for staff and students.

Inclusion of ELL teacher in the regular education setting (co-teaching/team teaching).

Assign a grade level representative to attend the Special Education Family Advisory Council
meetings.
Threats

Increasing enrollment and open enrollment impacts class sizes and availability of resources (i.e.
assistive technology.

Reduced public funding and budget constraints.

RtI interventions significantly delay special education evaluations.

Increased staff expectations and caseloads based on district initiatives.

Lack of time for training, collaboration, preparation and instruction.

Philosophical beliefs that do not foster inclusion (staff, parents, community).

Evaluation process (Educator Effectiveness – SLO Goals) causes educators to focus on targeted
group rather than all students.

Limited certified and knowledgeable cross-categorical special education teachers and
paraprofessionals that are capable of servicing a variety of disabilities.
Stakeholders

Pewaukee School District Superintendent: Dr. JoAnn Sternke

Assistant Superintendent: John Gahan

Curriculum Director: Mike Cady

Student Services Director: Anthony Strancke

School Psychologist: Dan Duss

Elementary Principal/Assistant Principal: Robin Wilson & John Vitale

K4-3rd Grade Level Teams

Special Education Teachers, Paraprofessionals, Speech Therapists, OT/PT

Intervention Staff (Title I Reading and Math)
INCLUSION ACTION PLAN

Students with special needs and their parents

Students without special needs in inclusionary classrooms and their parents
Inclusion Action Plan Goals
Goal #1: Increase the disability awareness among 4K-3 grade elementary staff and students.
Recommended
Strategies/Activities
Sensitivity training/
disability awareness for
students through Friends
Who Care curriculum
(Easter Seals Disability
Services) led by regular
education classroom
teacher.
Increase availability of
disability awareness
picture books in school
book room for instruction
(i.e. guided reading
groups, whole group,
etc.).
Staff professional
development training
specifically related to
inclusion. Required book
study on inclusion best
practices.
Who will
Implement?
(Who?)
Target Date for
Implementation
(When?)
Financial support to
purchase Friends Who
Care lesson materials
(i.e. eye chart,
bandanas, etc.).
Regular
education
teachers will
implement
lessons into
their I/E
block.
Implementation
will begin during
the 2015-2016
school year.
Purchase
20 (6-pack)
disability
awareness
books to be
placed in
the book
room
(100%).
Financial support to
purchase guided
reading books that
focus on disability
awareness and book
pouches to store the
6-pack book
collections.
Implementation
will begin during
the 2015-2016
school year.
100% of
staff
receive
inclusion
training.
Financial support for
book study resources
and training costs.
Regular
education/
special
education
staff select
books.
School
librarian will
purchase
book
collections.
Staff
volunteer(s)
to lead book
study. All
staff will
participate.
Current %
Goal %
0% of
students
currently
receive
sensitivity
training.
100% of
students
will
participate
in disability
awareness
lessons.
Currently
there are
no (0%)
picture
books that
focus on
disability
awareness
in the book
room.
Approximately 20% of
staff has
received
inclusion
training.
Materials/Resources
Needed? (What?)
Evaluation
(Did it
happen)?
Implementation
will begin during
the fall of the
2015-2016 school
year.
Goal #2: Increase use of assistive technology programs to support struggling readers and writers.
Recommended
Strategies/Activities
Current %
Goal %
The assistive technology
committee will review
programs to aid learners:
WYNN Reader, Dragon
NaturallySpeaking, and
Kurzweil and chose a
0% of
assistive
technology
devices
have
programs
20% of
assistive
technology
devices will
be loaded
with
Materials/Resources
Needed? (What?)
Financial support
allocated to pilot the
recommended
assistive technology
program.
Who will
Implement?
(Who?)
Target Date for
Implementation
(When?)
Assistive
technology
committee/
principal.
Implementation
will begin during
the fall of the
2015-2016 school
year.
Evaluation
(Did it
happen)?
INCLUSION ACTION PLAN
program beneficial for
struggling students.
Inclusion teachers from
all grade levels will pilot
the recommended
program during the
designated literacy block.
Technology coach will
attend training sessions
to become familiar with
recommended program
in order to aid with
troubleshooting/
coaching.
available
for use.
0% of
technology
coaches
are trained
to utilize
assistive
technology
device
programs.
designated
program.
100% of
technology
coaches
are trained
to utilize at
least one
assistive
technology
device
program.
Variety of assistive
technology devices
(laptops, iPads and/or
tablets, microphones).
Possible financial
support for a company
representative to train
technology coach.
Inclusion
classroom
teachers.
Technology
coach will
attend
training
sessions.
Implementation
will begin during
the 2015-2016
school year.
Goal #3: Increase collaboration between regular education teacher and special education teacher.
Recommended
Strategies/Activities
Hire additional certified
special education teacher
to increase collaboration
with grade level teams
and better support
students with disabilities.
Special education teacher
and regular education
teacher collaborate at
least 2 times per week for
30 minutes.
Utilize a Google
document to collaborate
and share student
information (i.e.
strengths, weaknesses,
instructional strategies,
etc.) between regular and
special education staff.
Current %
Goal %
Currently
our special
education
teachers
spend 50%
of their day
with one
grade level.
0% of prep
time is
utilized to
collaborate
Special
education
teachers
collaborate
100% with
one grade
level.
10% of
prep time
is utilized
to
collaborate
100% of
staff utilize
technology
to
collaborate
on shared
caseloads.
0% of staff
utilize
technology
to
collaborate
on shared
caseloads.
Who will
Implement?
(Who?)
Target Date for
Implementation
(When?)
Budget allocations for
an additional staff
member.
Principal
hires special
education
teacher.
School board
approval
necessary.
Hire additional
staff by July 1,
2015 for the
2015-2016 school
year.
Flexibility with
scheduling two 30
minutes sessions per
week. No additional
costs.
Access to Google
Drive (laptop, iPad,
etc.).
Regular and
special
education
teachers.
Implementation
will begin during
the 2015-2016
school year.
Regular and
special
education
teachers.
Implementation
will begin during
the 2015-2016
school year.
Materials/Resources
Needed? (What?)
Evaluation
(Did it
happen)?
INCLUSION ACTION PLAN
Reflection
The action plan addresses various weaknesses and capitalizes on a few strengths. Collaboration
is a key element in the success of any institution, which is evident in our inclusion classrooms as regular
and special education teachers co-teach. However, with curricular demands, PLC meetings and staff
meetings, our special education staff and regular education staff have limited opportunities to plan
instruction in order to best meet the needs of their shared caseloads. The action plan not only allocates
time for collaboration but addresses the need for an additional special education staff member, as one
of our special education teachers is spread thin with servicing two grade levels. In an effort to save time,
which is priceless, the action plan also incorporates the use of technology to share information when
face-to-face collaboration is not feasible.
In addition to collaboration, disability awareness education is a vital component of inclusion
classrooms. Although teachers address varying disabilities within their individual classrooms through
interactive read alouds, social situations, etcetera, there has never been staff expectations to address
disability awareness. The action plan provides educators with a curriculum that informs students about
diverse disabilities, while addressing the need for staff professional development as well. While our
inclusion teachers, about one or two per grade level, have received extensive inclusion training, the
majority of our staff remains uninformed regarding inclusion best practices. The action plan hopefully
will resolve this issue through a book study opportunity as well as staff professional development for all.
In a district driven by technology, our school developed an assistive technology committee
whose sole purpose is to research assistive technology devices and make purchases through allocated
district funds. Although our district has a variety of assistive technology devices, there are limited
programs available for struggling readers and writers. The action plan addresses the need for a program
that students can use throughout their education that will simplify the writing process through speechto-text software or even read lengthy texts aloud so readers can focus on content as opposed to
decoding. Utilizing assistive technology and software programs at the elementary level will truly open
the door to each child’s future.
All in all, the inclusion plan addresses three areas for improvement in the Pewaukee School
District, specifically at the elementary level: collaboration between regular and special education staff,
disability awareness for students and staff, and programs for assistive technology. Initially inclusion can
be costly and difficult to implement, but it is worth it in the end. All inclusion students have equal access
INCLUSION ACTION PLAN
to a rigorous curriculum through individualized education in the least restrictive environment. This
inclusion action plan provides educators with opportunities to extend themselves as professionals, while
educating students to be independent, respectful citizens.