6 Ways to Use Inclusive Practices to Redesign Education

March 1, 2022

One side effect of the COVID-19 pandemic has been its stark highlighting of educational inequities and urgent areas of need in our school systems. As schools adapt, we have a unique opportunity to press pause and reimagine what education looks like. What works well in school? Does it work well for all students? How can we let go of practices that keep some students struggling, while planning new routines and environments that meet the needs of every learner?

In their guidebook Reimagining Special Education, Jenna M. Rufo & Julie Causton tackle these vital questions and examine how shifts in thinking can help all learners thrive. They position inclusive education as a framework for educational redesign, highlighting six specific practices to prioritize. Today’s post briefly introduces these six practices and gives some examples of what they might look like in practice.

Re-Story Students

COVID-19 highlighted the fact that we need to appeal to the strengths of students, not labels, to see them in their best light. Instead of assigning labels to determine who needs support, Rufo and Causton urge educators to “re-story” their students, focusing on strengths, gifts, and talents rather than deficits. Here are some re-storied descriptors:

• Tyson cannot sit still >> Tyson is a bodily kinesthetic learner
• Tyson calls out in class >> Tyson is eager to share his thoughts
• Tyson runs around the room >> Tyson is physically active
• Tyson has attention issues >> Tyson does best when actively engaged in student-centered tasks

Focusing on barriers rather than a student’s deficits will help provide more engaging experiences for all students.

Redesign Instruction and Assessment

As teachers switched to virtual instruction, many implemented practices that better meet the needs of all students. Educators should continue these strategies:

• Individualization and differentiated instruction. Provide students with multiple methods of output, such as writing, speaking, and drawing.
• Prioritization of content. Identify the most essential skills that all students require, and map from there.
• Ongoing assessments and flexible grading policies. Adopt individualized feedback techniques and project-based assessments.

Restructure Intervention and Enrichment

Instead of a traditional approach that removes and remediates, redesign the system to provide universal access and support for every child. For example:

• Instead of sacrificing core curriculum for intervention, imagine an inclusive structure that provides support for all.
• Instead of automatically assigning struggling students to intervention, imagine a curriculum that reduces the need for remedial components.

Revitalize Co-Teaching

Co-teaching partnerships often fail to live up to their potential. Focus on:

• Varied co-teaching models that maximize educators’ talents.
• Ensuring all learners are actively engaged members of the community.
• Reflection on implementation and strengthening partnerships.

Realign Service Delivery

Alternative service delivery models can be effective methods of supporting students with disabilities:

• Consultative Support Model: Collaborate without being present in the classroom every day.
• Push-In Support Model: Regular support is provided in general education settings.

Reconceptualize Equity

Distance learning exposed inequities in schools. To improve equity, consider:

1. What bias-based beliefs contribute to inequitable practices?
2. What practices create educational insiders and outsiders?
3. Who is identified for special education and gifted education?
4. How does school culture foster or prevent a welcoming environment?

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These 6 calls to action can help every school address the unique needs of all students and bridge learning gaps for kids who struggle.