# The Occupational Therapist’s Handbook for Inclusive School Practices

by **Julie Causton, Ph.D.** Syracuse University and **Chelsea P. Tracy-Bronson, M.A.** Syracuse University

## About the Authors

### Julie Causton, Ph.D.
Julie is an expert in creating and maintaining inclusive schools. She is Associate Professor in the Inclusive and 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, and she works with families, schools, and districts directly to create truly inclusive schools.

### Chelsea P. Tracy-Bronson, M.A.
Chelsea is a former elementary educator focused on bringing inclusive educational opportunities to all. She is a graduate of Teachers College at Columbia University and is in the special education doctorate program at Syracuse University. She collaborates with districts to redesign services and has research interests in inclusive school reform and educational technology.

## Rethinking Students
This chapter introduces the concept of rethinking students. Rethinking a student involves understanding who they are and reflecting on how to provide services and work with them. This includes discussing how to describe students through their strengths and the concept of presumption of competence.

### Student Descriptions
Shawntell Strully is a 22-year-old woman with multiple disabilities attending Colorado State University, volunteering, and living independently. Two radically different descriptions of her highlight the contrast in perspectives between her parents, who understand her strengths and capabilities, and her teachers, who focus solely on her impairments.

### Begin with Strengths
Educators need to describe students through their strengths. For example, descriptors for students can shift from negative to positive when approached with this mindset. Rethinking a student's capabilities creates opportunities for growth.

### Multiple Intelligences
Gardner’s theory of multiple intelligences encourages viewing intelligence as diverse rather than fixed. This perspective supports recognizing each student's unique capabilities and tailoring teaching methods accordingly.

### Presume Competence
Assumptions about students impact their educational experience. It's vital to presume every student is competent, as exemplified by the story of Sue Rubin, who transitioned from being underestimated to excelling academically after acquiring a communication method.

### Age-Appropriate Language
Using age-appropriate language is essential for engaging with students. Educators should avoid talking down to students and instead acknowledge their presence and capabilities, regardless of disabilities.

### Person-First Language
Using person-first language is key to respecting the dignity of those with disabilities. For example, referring to someone based on their status as a student rather than focusing on their disability.

### Credo for Support
An essential principle in supporting individuals with disabilities is to see their attributes as part of who they are, rather than as deficits. This perspective encourages allyship and empowers individuals with disabilities to contribute to their communities.

## Conclusion
Students with disabilities are unique individuals with unlimited potential. Recognizing this not only fosters dignity and respect but also ensures that all students can be treated, supported, and provided with services in ways that affirm their capabilities.