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The Educator’s Handbook for Inclusive School Practices

by
Julie Causton, Ph.D.
Syracuse University
Syracuse, New York
and
Chelsea P. Tracy-Bronson, M.A.
Stockton University
Baltimore·London·Sydney

Contents

About the Authors

Julie Causton, Ph.D., is an expert in creating and maintaining inclusive schools. She is Professor in the Inclusive Special Education Program, Department of Teaching and Leadership, Syracuse University. She teaches courses on inclusion, differentiation, special education law, and collaboration. Her published works have appeared in such journals as Behavioral Disorders, Equity & Excellence in Education, Exceptional Children, International Journal of Inclusive Education, Journal of Research in Childhood Education, Studies in Art Education, and TEACHING Exceptional Children. Julie also works with families, schools, and districts directly to help create truly inclusive schools. She co-directs a summer leadership institute for school administrators focusing on issues of equity and inclusion as well as a school reform project called Schools of Promise. Her doctorate in special education is from the University of Wisconsin–Madison.

Chelsea P. Tracy-Bronson, M.A., is an advocate for individuals with disabilities and a former elementary educator who has focused her career on bringing inclusive opportunities to all. She is a graduate of Teachers College at Columbia University and is a special education doctoral candidate at Syracuse University. She works with districts and schools to redesign services to create inclusive special education and related service provision. She is Assistant Professor in the Special Education graduate program at Stockton University in Galloway, New Jersey.

Collaborating with Others

Working within a Team

“I used to see it as my space. Now, I see the classroom as ours. My entire thought process has changed not only about the physical classroom environment, but also my thinking about students, designing curriculum from the onset to include all learners, options available to engage students in the learning process, and just everything... my ideas have improved drastically. When we all come together to think creatively and purposefully about students and what happens in the classroom... it’s like magic... we are unlimited.”
— Kelly (general education teacher)

“There was a change. All of a sudden, [the general education teacher] realized that I was value-added. Now, in eighth-grade social studies, he did not have to teach using a lecture format. He brought his expertise on the social studies content and Common Core State Standards. I contributed thoughts on universal design for learning, supplemental aids and services, and ways to facilitate authentic learning for a student who uses a communication device.”
— Diane (special education teacher)

“All students in a classroom community can benefit from a team of professionals working together, which includes educators, related service providers, and paraprofessionals, working together in ways that promote meaningful learning and a sense of belonging for all students. This collaboration between professionals on educating students with disabilities is a fundamental aspect of the federal IDEA 2004 legislation (§ 614 [d][1][B]; § 636 [a][1]; § 652 [b][1]; § 653 [b]; § 654 [a][1][C]). In an inclusive classroom, the professionals are like tiles of a mosaic. Each person is an important contributor to the larger picture.”

ROLES AND RESPONSIBILITIES

Special Educators

A special educator is largely responsible for designing each student’s IEP. Each year, a team of teachers, related service providers, the student, and the student’s parents determines each student’s goals and objectives, as well as the appropriate special education services. The special education teacher helps to ensure that the goals and objectives on each student’s IEP are met. In collaboration with general education teachers, therapists, and other support staff, the special education teacher is responsible for helping to differentiate curricula and instruction and for providing and recommending modifications and adaptations that would be appropriate for each student.

The Family

“Be open to the beauty of parent knowledge, vision and undying motivation for their child to be included. Help parents learn to advocate without angry fighting. Assist parents in understanding the beauty of their teachers and schools and to be able to hear the viewpoint of school confines and restriction.”

Physical Therapists

Physical therapy is a related service and is provided by a qualified and licensed PT. PTs address areas such as gross motor development skills, orthopedic concerns, mobility, adaptive equipment, positioning needs, physical access to the school environment, and other functional skills that may interfere with students’ educational performance.

Speech-Language Pathologists

SLPs help students with communication and all the skills required to communicate effectively, including all issues related to language, voice, articulation, swallowing, and fluency.

Occupational Therapists

Ots evaluate the student’s needs, provide therapy, modify classroom equipment, restructure environmental conditions, and help the student participate as fully as possible in school experiences and activities.

School Psychologists

The goal of school psychologists is to help children and youth succeed academically, socially, behaviorally, and emotionally. School psychologists work closely with teaching teams to build positive learning environments and to support connections between each student’s home and school.

School Social Workers

School social workers help provide links connecting each student’s home, school, and community. They provide individual and group counseling, consult with teachers, and teach or encourage social skills.

Vision Teachers

Vision teachers work with students who have visual impairments or who are blind and typically make modifications to the curricula and help provide needed equipment.

Audiologists

Audiologists work with students who have hearing impairments, providing assistance in communication and support as necessary.

Paraprofessionals

Paraprofessionals perform various tasks, which include supporting students academically, socially, and behaviorally in the school community.

In summary, collaboration and inclusive practices involve a commitment from all educators, families, and support professionals to ensure that every student has access to meaningful education in a supportive environment.