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

1. About the Forms ...vii
2. About the Authors...ix
3. Foreword Cheryl M. Jorgensen ...xi
4. Preface ...xvii
5. Acknowledgments ...xxi
6. The General and Special Educator ...1
7. Inclusive Education ...13
8. Special Education ...31
9. Rethinking Students: Presuming Competence ...53
10. Collaborating with Others: Working within a Team ...69
11. Providing Academic Supports ...97
12. Appendix Useful Web Sites and Resources for Assistive Technology ...133
13. Providing Behavioral Supports ...135
14. Providing Social Supports: Standing Back ...153
15. Supporting and Supervising Paraprofessionals ...167
16. Supporting You, Supporting Them: Caring for Yourself............................179
17. Appendix Book Club Books, Articles, and Self-Care Books.....................189
18. 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 various journals including Behavioral Disorders, Equity & Excellence in Education, Exceptional Children, International Journal of Inclusive Education, Journal of Research in Childhood Education, and Studies in Art Education. She also works directly with families, schools, and districts to help create truly inclusive schools, co-directing 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.

Chelsea P. Tracy-Bronson, M.A. is an advocate for individuals with disabilities. A former elementary educator, she has focused her career on bringing inclusive opportunities to all. She is a graduate of Teachers College at Columbia University and a special education doctoral candidate at Syracuse University. Chelsea works with districts and schools to redesign services for inclusive special education.

Collaborating with Others: Working within a Team

“I used to see it as my space. Now, I see the classroom as ours... my ideas have improved drastically... it’s like magic... we are unlimited in our ideas and what we make happen in the classroom!”
— Kelly (general education teacher)

“There was a change. All of a sudden, [the general education teacher] realized that I was value-added. I contributed thoughts on universal design for learning...”
— Diane (special education teacher)

“We were just so lucky— [the school professionals] just seemed very vested.... It was an openness to learn.”
— Sheree (parent of a student with disabilities)

In today’s inclusive classrooms, it is common for educators to work alongside other educators, therapists, and paraprofessionals to educate students with disabilities. This collaboration is essential for fostering effective learning environments and ensuring all students participate fully.

Roles and Responsibilities

Special Educators

• Design each student’s IEP.
• Collaborate with general education teachers, therapists, and support staff to differentiate curricula and instruction.
• Solve classroom problems and evaluate progress.

The Family

• Play active roles in IEP teams.
• React creatively to challenges instead of with refusals.
• Foster trust and communication with educators.

Physical Therapists

• Address gross motor skills and mobility concerns.
• Consult with educators and provide therapy for individual students or small groups.

Speech-Language Pathologists

• Aid students in communication skills including language and articulation.

Occupational Therapists

• Support students in daily life skills within the educational context.

School Psychologists

• Help develop positive learning environments and support connections between home and school.

School Social Workers

• Provide counseling and support connections within the community.

Vision Teachers

• Support visually impaired students with adaptations to the curriculum.

Paraprofessionals

• Support students academically and socially in the classroom.

Guiding Questions for Teams to Discuss

1. Are you a morning or afternoon person?
2. How direct are you in communication?
3. What do you consider your strengths and weaknesses in a team setting?
4. The goal of inclusive education should be...

This material is excerpted from The Educator’s Handbook.