INCLUSIVE PRACTICES RESOURCE LIST
The following resources regarding the education of students with disabilities in
the least restrictive environment are available at the Albert Gallatin Area School
District Administration Office or via internet access on the various websites listed
below. Please contact Mrs. Dunham or Mrs. Britvich at (724) 564-7169 for access
to the materials which are not accessible via internet. E-mail contacts are:
Mrs. Sheri Dunham
Sheri.Dunham@albertgallatin.k12.pa.us
Mrs. Joetta Britvich
Joetta.Britvich@albertgallatin.k12.pa.us
Resource #1
Inclusion: A Parent’s Perspective. (2008) (DVD).
This is available on the PaTTAN website:
http://www.pattan.net/resources/streamingmediabrowse.aspx?PageNumber=0&InterestArea=51&Title=parent
Description:
This DVD is comprised of 15 vignettes with a focus on the
perspective of parents and families regarding inclusive
education for their children. It has been developed as a tool to
share the insights, advice, successes and struggles of parents
whose children are educated in inclusive settings.
Resource #2
I’m Tyler….. don’t be surprised. (DVD) (copyrighted).
http://imtyler.org/
Description:
This powerful DVD was created by Tyler as his BSA Eagle Scout
Project to educate people about his Ability Awareness. “I’m
Tyler…don’t be surprised” is a peek into a real kid’s life where
people just like you have realized what a kid CAN do is much
more important than what he can’t. This DVD is approximately
14 minutes in length.
Resource #3
Disability is Natural. Kathie Snow (2001) (DVD). BraveHeart
Press.
www.disabilityisnatural.com
Description:
This provocative and inspirational DVD explores new ways of
thinking about people with disabilities. The author is a parent
of two young adults, one of whom has a disability.
Resource #4
Transition to Kindergarten Toolkit (CD).
Description:
This digital toolkit was created by a team of Early Intervention
Technical Assistance Consultants and Community Engagement
Coordinators. It is intended to support communities, schools,
teachers and families as they plan for and facilitate the
transition of all young children, including those with
disabilities, into kindergarten. The toolkit is intended to be
disseminated electronically in order to access all of the
features.
Resource #5
Supplementary Aids and Services Consideration Toolkit
Awareness Module (webinar and training materials). Posted
on PaTTAN website.
http://www.pattan.net/Resources/request.aspx?PageNumber
=0&MaterialType=Training+Materials&Title=supplementary
Description:
This comprehensive awareness training module defines
Supplementary Aids and Services and the role of the SaS
Consideration Toolkit in selecting supports for students with
IEP’s included in the general education classroom. Detailed
trainer notes as well as handouts and supporting documents
are provided.
Resource #6
Welcoming All Students: Resources for Pennsylvania’s
Schools (2007). Note: this is in the process of being revised
and an updated version will be available in Winter 2011. The
current version is available on the PaTTAN website:
http://www.pattan.net/resources/request.aspx?PageNumber=
0&return=resources&MaterialType=Publications&Title=welco
ming%20all%20students
http://www.pattan.net/files/Booklets/WelsomeAll.pdf
Description:
This booklet was developed to assist school building teams
with creating and articulating that “all students, including
those with disabilities, are welcome.” The booklet includes a
listing of websites which can provide valuable resources and
ideas that relate to the many variables associated with
educating students with disabilities in the general education
classroom settings.
Resource #7
But We Already Do Inclusion, Don’t We? Julie CaustonTheoharis, George Theoharis and Christine Ashby (2008). The
School Administrator.
Description:
This article provides a list of indicators which, while not
exhaustive, is a place to begin critically reflecting on prevailing
practices.
Resource #8
Why Everyone Benefits from Including Students with Autism
in Literacy Classrooms. Kelly Chandler-Olcott & Paula Kluth
(2009). The Reading Teacher, Vol. 62, No. 7, pp. 548-557.
International Reading Association.
Description:
The authors of this article address the unique gifts and
interests that students with autism bring to the general
education classroom.
Resource #9
Top Five Reasons Schools Need to Engage Parents. This is
available on the PaTTAN website:
http://www.pattan.net/files/Parent/ParentInvolvement.pdf
Description:
This pamphlet discusses parent involvement approaches from
a research-based foundation.
Resource #10
Enhancing Parent Involvement: A Practical Guide for
Pennsylvania’s Schools Supporting Students with Disabilities.
Pennsylvania’s federally funded Parent Centers (HUNE, PEAL,
PEN, and The Mentor Parent Project), ConsultLine and PaTTAN.
This is available on the PaTTAN website:
http://www.pattan.net/files/Parent/parentInvolvementBroc.p
df
Description:
This publication provides strategies to enhance parent
involvement.
Resource #11
Inclusive “Best Practices” Project. Seneca Highland
Intermediate Unit #9, Central Intermediate Unit #10, BLaST
Intermediate Unit #17, PaTTAN and Lock Haven University
Education Department.
http://www.iu17.org under “Best Practices Project”
Description:
This flyer/publication details the goal of the project: to create
a digital video case library with accompanying professional
development resources, which illustrates exemplary practices
in inclusive instructional settings.
Resource #12
Educational Environments and Student Performance. (PDE).
This is available on the PaTTAN website:
http://www.pattan.net/files/Behavior/EdEnviron032309.pdf
Description:
This booklet provides data on Educational Environments, LRE
and Student Achievement in PA and compares it to other
states.
Resource #13
Guidelines for Calculating Educational Environment for Penn
Data Reporting. (PDE). This is available on the PaTTAN
website:
http://www.pattan.net/files/Inclusive/Ed-Envir1108.pdf
Description:
This booklet provides guidance to IEP teams in calculating the
Educational Environment in Section VII of the IEP, for Penn
Data reporting purposes.
Resource #14
Inclusion and Other Kids: Here’s What Research Shows So Far
About Inclusion’s Effect on Nondisabled Students. National
Institute for Urban School Improvement. Deb Staub (2005)
NIUSU, Sept. issue of Learning for The Education Center, Inc.
Description:
This article addresses two main concerns that teachers and
parents usually have and what the research states regarding
the following:
Will the nondisabled students’ learning suffer because of
inclusion? Will nondisabled children receive less attention and
time from their teacher?
The reciprocal benefits of students both disabled and
nondisabled learning together are shared, as well as researchsupported strategies to facilitate an inclusive setting.
Resource #15
Principals of Inclusive Schools: On Point Series. Christine
Salisbury, Gail McGregor (November 2005).
Description:
This guide answers the question, “How do principals support
inclusive schools?” It also addresses why principals are critical
in leading change which creates more inclusive schools.
Resource #16
One School Fits All. Cathy L. Taschner and Kimberly R.
Donahue. Administrator (September, 2010).
Description:
In this article, Dr. Cathy Taschner and Dr. Donahue describe
one school’s transformation to inclusive education. Dr.
Taschner and Dr. Donahue were recognized for their success
through TASH and Paul Brookes Publishing Co.’s 2007 Inclusive
Education Administrator of the Year award.
Resource #17
Tips and Strategies for Co-Teaching at the Secondary Level
(Communication and Collaboration). Wendy W. Murawski
and Lisa A. Dieker. Teaching Exceptional Children, Vol. 36, No.
5, pp. 52-58, 2004, CEC.
Description:
This article provides a guide to Co-Teaching at the secondary
level through the discussions of the role of the principals and
co-teachers. It provides in preparing to co-teach, instructional
techniques and assessment.
Resource #18
Folder 1: Learning Through Study Groups, An ASCD
Professional Inquiry Kit. (1996).
Description:
This article explores the definitions and purposes of study
groups. It presents information on how to organize your own
study groups, shows how to make them work, and suggests
what their content should be.
Resource #19
Factors Affecting the Adoption of Co-teaching Models in
Inclusive Classrooms: One School’s Journey from
Mainstreaming to Inclusion. Robert S. Isherwood and Richael
Barger-Anderson. (2007) Slippery Rock University. Journal of
Ethnographic and Qualitative Research, Vol. 2, 121-128.
Description:
Qualitative research article that examines factors affecting the
implementation and adoption of the co-teaching models
between regular and special education facilities. The research
study was implemented in Western Pennsylvania.
Resource #20
Middle School: The Great Abyss! Debbie Efkeman. Middle
Schools: Making It Happen Conference. New Developments,
Vol. 13, No. 1.
http://www.pealcenter.org/pealtrainings/middleschoolseries.
html
www.devdelay.org
Description:
This flyer provides information for parents/families to address
the challenges of beginning middle school for students with
disabilities.
Resource #21
School Scheduling Associates. Michael D. Rettig & Robert L.
Canady.
http://schoolschedulingassociates.com/
Description:
The flyer provides links to access the website, blog and
handouts of these scheduling experts.
Resource #22
Finding time to collaborate. Dr. Gail McGregor, University of
Montana.
Description:
This brief publication describes strategies to utilize time for
planning and collaboration.
Resource #23
On Time and How to Get More of It. National Institute for
Urban School Improvement On Point Series (2005) Gwen
Meyer, University of Oregon.
Description:
This article addresses the challenge of creating the time for
planning and collaboration and how to make the best use of
this time once it is created.
Topics include:
*Some principles for allocating time
*How do schools make time
*Restructuring for scheduling time
*Changing staffing patterns and adding time to the school day
or year.
Resource #24
Infusing Disability Studies into the general curriculum.
National Institute for Urban School Improvement. Phil
Ferguson, University of Missouri (2006) NIUSI, September issue
Learning of the Education Center, Inc.
Description:
This publication supports the infusion of disability studies into
the general curriculum with eight reasons why we should
teach about disabilities in the general curriculum. The reasons
are followed by 17 ways to infuse disabilities awareness into
curriculum across age levels. The resource culminates with
1001 resources for more ideas and material: Surfing the Web
for Disability Information.
Resource #25
Making Progress in the General Education Curriculum:
Rethinking Effective Instructional Practice. S.R. Copeland and
J. Cosbey, Research& Practice for Persons with Severe
Disabilities. (2008-2009)
Description:
This article explores several instructional approaches to
provide access including:
*Use of existing general education practices
*Use of evidence-based practices associated with special
education settings
*Use of response to intervention framework to improve
instruction for students with extensive support needs within
the general education curriculum.
Resource #26
Inclusive Practices-PaTTAN Short-Term Loan Materials.
(October 2008). This is available on the PaTTAN website:
www.pattan.net/supportingstudents/shorttermloan.aspx
Description:
An annotated list of resources/materials relevant to inclusive
practices available through PaTTAN’s Short-Term Loan
Program.
Resource #27
Creating an Inclusive School, 2nd Edition. (2005) Editors:
Richard A. Villa and Jacqueline S. Thousand.
http://www.nprinc.com/inclusion/caic.htm
Description:
This book explains how schools can meet standards and
provide a “least restrictive environment” for students with
disabilities by using cooperative learning, teaming, multi-age
grouping, multi-cultural education, social skills training, and
educational technology applications. It explains how to
facilitate change by using universal design principles and other
curricular, instructional, assessment and organizational
practices.
Resource #28
The Inclusion Facilitator’s Guide. (2006) Cheryl M. Jorgenson,
Mary C. Schuh, Jan Nisbet. Brookes Publishing Company
www.brookespublishing.com
Description:
This book describes the essential new role of an inclusion
facilitator in today’s schools. This guide prepares general and
special educators for the challenges of facilitating full inclusion.
It is a comprehensive, strategy-filled guide that will help
inclusion facilitators create classrooms, schools, and
communities where all students belong and are welcome.
Resource #29
Teacher’s Guide to Inclusive Practices: Modifying
Schoolwork, 2nd Edition. (2004) Rachel Janney and Martha
Snell.
www.brookespublishing.com
Description:
This brief book is a part is a part of a series of 4 entitled
“Teachers’ Guides to Inclusive Practices.” The focus is on an
individual classroom. An outline is provided for how educators
can form a successful instructional team and plan to meet the
needs of all students within the framework of their existing
instructional plan.
Resource #30
A Practical Reader in Univeral Design for Learning. (2009)
David Rose and Anne Meyer Eds. Harvard Education Press.
Description:
This book is focused on applying the Universal Design for
Learning (UDL) in the classroom to proactively support diverse
learners. These UDL principles guide curriculum developers
and teachers in applying the flexibility of digital media to
create curriculum with built-in adjustability so that teacher and
learner find the content and level of challenge and support
that is right for him or her.
Resource #31
Reflections on Erin: The Importance of Belonging,
Relationships, and Learning with Each Other. (2008) Barbara
McKenzie.
http://www.candeebasford.com/WeDanceTogether.htm
Description:
The book tells the story of inclusion as told through a mother’s
shared observations, surprises and reflections inspired by her
daughter Erin McKenzie’s life as a young student with Down’s
Syndrome. Included are narratives, thoughts from Erin’s
friends, and a collection of illustrative photographs.
Resource #32
Supplementary Aids and Services Consideration Toolkit-Parts
A-D
www.pattan.net/files/LRE/Sas-Toolkit.pdf
Description:
The toolkit is comprised of 5 components:
A-Introduction and Preparation for Use
B-Student Profile: Summary of Strengths, Needs and Learning
Characteristics
C-SaS Consideration Toolkit
D-Self-Check for Teams
Resource #33
Special Education: Effective Practices for My General
Education Classroom. Pennsylvania Training and Technical
Assistance Network (PaTTAN).
http://www.pattan.net/profdev/trainingCalendarbrowse.aspx?EventType=Online%20Course
Description:
This online course provides K-12 teachers and administrators
the opportunity to review information regarding special
education and apply the information to their general
education classrooms. An instructor is available to guide
participants through this 4-week, virtual learning process.
Participants provide support and feedback to each other, and
are able to post questions and assignments on the bulletin
board.
Note: This fifteen hour interactive online course counts
toward Act 48 requirements.
Resource #34
Differentiated Instruction online course. Bureau of Special
Education and Teaching and Learning-PDE (2008). Username
and password (create an account) necessary for access to PDE
courses.
www.embeddedlearning.com/demo
Description:
The Bureaus of Special Education and Teaching and Learning
worked together to revise online and hybrid (partially online,
partially face-to-face) professional development courses.
Four 30-hour courses on differentiated instruction at the
Secondary level were revised to ensure inclusive practices and
other LRE-related content were prominently highlighted in
these courses. The courses on differentiated instruction in
language arts, math, science and social studies are required of
teachers teaching in high schools that received support via
Classrooms for the Future, Pennsylvania’s technology
integration state-wide program. In addition to requiring all CFF
schools to take these courses, schools that identify
differentiated instruction as an area of need on their needs
assessment can be pointed by BSE staff to the online OPEN
courses on differentiated instruction. Activities in the learning
guide, visual images and informational video were added to
include the LRE-related content. Courses are available to all
public, private and charter teachers in Pennsylvania.
The four courses that were revised to include LRE-inclusive
practices components are:
*Differentiated Instruction in the 21st Century
*Differentiated Instruction in the 21st Century Mathematics
Classroom
*Differentiated Instruction in the 21st Century Science
Classroom
*Differentiated Instruction in the 21st Century Social Studies
Classroom
Resource #35
Promoting Student Success Through Resiliency. Bureau of
Special Education and Teaching and Learning-PDE. (2008).
Username/Password (Create and Account) necessary for
access to PDE courses:
www.embeddedlearning.com/demo
Description:
The Bureaus of Special Education and Teaching and Learning
worked together to revise online and hybrid (partially online,
partially face-to-face) professional development courses.
What is the resiliency wellness approach and how does it
support inclusive practices? “Extensive research in the last
two decades has all but banished the idea of fixed intelligence
and the notion that certain groups of children intrinsically
cannot achieve.” (Howard, 2004).
The Resiliency/wellness approach is based on six key
environmental factors or positive human development
domains, specifically:
*Meaningful student engagement and defining what this
means FOR ALL STUDENTS
*Connectedness and bonding- FOR ALL
*Skills for Life-FOR ALL
*Clear and consistent boundaries-FOR ALL
*Unconditional support-FOR ALL