# 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 Forms ...vii - About the Authors...ix - Foreword Cheryl M. Jorgensen ...xi - Preface ...xvii - Acknowledgments ...xxi 1. The General and Special Educator ...1 2. Inclusive Education ...13 3. Special Education ...31 4. Rethinking Students: Presuming Competence ...53 5. Collaborating with Others: Working within a Team ...69 6. Providing Academic Supports ...97 Appendix Useful Web Sites and Resources for Assistive Technology ...133 7. Providing Behavioral Supports ...135 8. Providing Social Supports: Standing Back ...153 9. Supporting and Supervising Paraprofessionals ...167 10. Supporting You, Supporting Them: Caring for Yourself...179 Appendix Book Club Books, Articles, and Self-Care Books...189 References...191 --- ## 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 journals such as Behavioral Disorders and TEACHING Exceptional Children. She co-directs a summer leadership institute for school administrators focusing on issues of equity and inclusion. Chelsea P. Tracy-Bronson, M.A., is an advocate for individuals with disabilities and former elementary educator who has focused her career on bringing inclusive opportunities to all. She is a special education doctoral candidate at Syracuse University and works with districts to create inclusive special education services. --- ## 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... it’s like magic... we are unlimited in our ideas." > — Kelly (general education teacher) > "There was a change... he brought his expertise... I contributed thoughts on universal design for learning..." > — Diane (special education teacher) > "We’ve each been invited to this present moment by design. In today’s inclusive classrooms, it is quite common for educators to work alongside others..." > — Casey and Vanceburg (1996, p. 138) All students in a classroom community benefit from professionals working together, promoting meaningful learning and a sense of belonging. This collaboration between professionals is fundamental in inclusive education. ### Roles and Responsibilities #### Special Educators A special educator is responsible for designing each student’s IEP. They collaborate with general education teachers and therapists to provide modifications and adaptations appropriate for each student. #### General Educators The general educator is responsible for all students, including those with IEPs. They work to differentiate instruction and ensure that all students can access the curriculum. #### The Family > "Be open to the beauty of parent knowledge and help parents learn to advocate without angry fighting." #### Physical Therapists, Speech-Language Pathologists, and Occupational Therapists PTs address gross motor development, while SLPs support communication skills. OTs help students with daily life skills necessary for participation in school. #### School Psychologists and Social Workers School psychologists focus on building positive learning environments, while social workers provide links between home, school, and community. ### Students Students should also be active participants in their education, voicing how they want to be supported and how to engage meaningfully in the classroom. --- ### Guiding Questions for Teams to Discuss - **Work Styles** - Are you a morning or afternoon person? - Do you like to do several things at once, or do you prefer doing one thing at a time? - **Philosophy** - The goal of inclusive education should be... - To me, normalcy means ... --- ! ! --- This team involves all staff supporting Adam, a student with autism and sensory needs. The team collaborates closely to ensure Adam's needs are met in the classroom. Your team can fill out a form to determine the roles and responsibilities of each member in an inclusive classroom.