and behavioral supports and interventions; defined roles and responsibilities; and the division of tasks for co-teachers, assistants, interventionists, inclusion coaches, related service providers, families, and of course, students.
Since publication of the first edition, legislative and professional initiatives on inclusion have had a significant impact on education (U.S. Department of Education, 2017). This book covers those changes as well as revised and updated special education terminology. The Individuals With Disabilities Education Act (2004b) has led to an increased amount of time that students with exceptionalities spend in the general education classroom to receive their free and appropriate public education (FAPE). This edition expands the impact of a student’s least restrictive environment (LRE), where students with exception-alities who have individualized educational programs (IEPs) receive the majority of their educational services and supports.
The LRE continuum has a range of environments that are more and less inclusive ones, as illustrated in table I.1. Even though legislation does not use the term inclusion, the general education (regular) classroom is the least restrictive one on the LRE continuum. As we continue the inclusion discussion, we will explore how the LRE needs to be appropriately matched with a student’s individual skill sets.
Table I.1: Least Restrictive Environment Continuum
This edition also delineates how to organize a multitiered system of supports (MTSS) in K–12 inclusion classrooms, including lesson or unit examples, tools, and resources. This system includes ongoing planning, instruction, facilitation, professional development, and reflection to achieve ongoing inclusion successes. Differentiated instruction and proactive planning as common practices offer heterogeneity in the inclusion classroom with universally designed lessons (UDL) that connect to pedagogy. The book also addresses the impact of social-emotional learning (SEL) on academic performance (for example, monitoring learners’ social, emotional, and behavioral competencies; promoting the students’ skills with and without exceptionalities as strategic learners with increased coaching and facilitation; and employing mindful and restorative practices).
This edition provides a steady pulse on practical, easy-to-follow K–12 curriculum and inclusion models, instructional practices, and learner connections. You’ll find data-based individualization to apply the evidence-based academic, behavioral, social, and emotional supports with age-appropriate interventions and routines for academic and nonacademic structures throughout. This book includes updated online resources, along with additional tables and figures for collaborative lesson planning, instruction, and assessment across grade levels, disciplines, and learner skill sets. A new edition is imperative since inclusion stagnation is never an option. Inclusion moves forward with educator knowledge, preparation, and collaborative can-do, will-do strategies and interventions.
About This Book
This text is divided into three parts. Part one focuses on promoting learning in inclusion classrooms. Chapter 1 offers information regarding the legislation that applies to inclusion classrooms and introduces students in these classrooms. It also discusses the unique abilities students possess, providing the foundation for the rest of the book. With this baseline knowledge, chapter 2 then describes ways for educators to organize the inclusion classroom utilizing principles such as multitiered systems of support, differentiated instruction, understanding by design (UbD), universal design for learning (UDL), multiple intelligences, multisensory approaches, peer mentoring, and cooperative learning. This chapter also discusses appropriate related services, such as assistive technology. Chapter 3 addresses the actual creation of an inclusion classroom and outlines interventions for categories of learners. It also describes effective collaborative and co-teaching practices. Chapter 4 highlights realistic adaptations and how they directly link to students’ assessment data to establish meaningful accountability.
Part two offers strategies for effective curriculum practice, stressing the importance of creating strategic learners equipped with study skills through educationally solid collaborative lesson deliveries. Chapter 5 concentrates on literacy and communication, and presents information about multisensory and structured reading programs, along with explicit writing instruction. It also includes strategies for English learners (ELs). Chapter 6 explores mathematics instruction and provides practical recommendations for reaching students with special needs. Chapter 7 discusses the disciplines of social studies and science, while chapter 8 discusses the important but often overlooked domains of art, music, physical education, and life skills. Chapter 9 demonstrates the merits of an interdisciplinary thematic approach, which links instruction across the curriculum and proves subjects do not exist in isolation. To close part two, chapter 10 explores transitional plans for successful postsecondary outcomes.
Part three outlines how to nourish and continually maintain inclusion classrooms, focusing on what educators need to do to consistently achieve the desired outcomes for students, teachers, and families. Chapter 11 discusses professional collaboration and the inclusion players who create that collaborative environment, including coteachers, related staff, administrators, families, and the students themselves. Chapter 12 ties it all together and serves as a conclusion to the book, with reminders about how evidence-based practices can effectively meet and honor students’ needs in inclusion classrooms. This final chapter also includes an overview of where educators are now, along with curriculum implications and a review of inclusion practices.
Finally, appendices A and B offer handy resource materials, including a list of acronyms and their meanings and a look at the legal aspects of inclusion.
There are several ways educators can deliver the standards minus the standardization. Differentiated instruction, universal design for learning, understanding by design, team planning, cooperative learning, peer mentoring, and collaborative communications are all viable ways for teachers to apply inclusion in their classrooms. It is important for the complexities of inclusion not to overwhelm teachers, but instead prepare them with an awareness about their students, along with inclusion and collaborative problem-solving strategies. This book highlights daily school interventions that help teachers tap into students’ academic and emotional abilities, potentials, levels, and interests. It encourages educators and learners to effectively work together as a team to achieve inclusion successes.
ONE
Understanding the Inclusion Classroom
“I hate when the teacher talks so fast. He makes us read these stupid stories and write so much stuff. My hand and head start to hurt. Sometimes I don’t pay attention. Being
