Teachers’ Guides to Inclusive Practices

Modifying Schoolwork

Third Edition

by
Rachel Janney, Ph.D.

Contents

• About the Authors
• About the Forms
• Acknowledgments
• 1 Inclusive Education: The Big Picture
  • Defining Characteristics of Inclusive Education
  • An Organizing Framework for Schoolwide Systems of Student Support
  • Improving Your Schools Inclusive Practices
• 2 Curricular and Instructional Practices that Promote the Inclusion and Success of All Students
  • Universal Design for Learning and Differentiated Instruction
  • Active Learning and Brain-Compatible Learning
  • Peer-Mediated Learning Structures
  • Learning Strategies
  • Graphic Organizers
  • Strategies to Increase Active Responding During Whole-Class Lessons
  • Collaborative Planning for Diverse Groups of Students
• 3 A Model for Creating Individualized Adaptations and Supports
  • What Is a Model, and Why Is It Necessary?
  • Creating Individualized Adaptations and Supports
• 4 Planning, Implementing, and Evaluating Individualized Adaptations and Supports for Students with Extensive Needs
  • Step 1: Gather and Share Information About the Student and the Classroom
  • Step 2: Schedule Instruction and Supports Across the Day
  • Step 3: Plan and Implement Instruction, with Needed Adaptations and Supports
  • Step 4: Plan and Implement More Specialized Teaching Strategies.
  • Step 5: Monitor and Evaluate
• 5 Including All Students in Instruction in Core Curriculum Areas
  • Two Reminders: Start with Effective Teaching and Keep All Students Goals in Mind
  • Reading and Written Language
  • Mathematics and Numeracy
  • Content Areas and Natural and Social Sciences
  • Tests and Testing Procedures
• References
• Appendix A: Blank Forms
• Appendix B: Resources on Creating Effective Inclusive Schools and Designing Schoolwork for Inclusive Classrooms
• Index

About the Authors

Rachel Janney, Ph.D., is an independent scholar and consultant who has worked with and on behalf of children and adults with disabilities in various capacities, including special education teacher.
Martha E. Snell, Ph.D., is Professor Emeritus in the Curry School of Education at the University of Virginia, focusing particularly on the preparation of teachers working with students with intellectual and severe disabilities.

FOCUSING QUESTIONS

• What are the defining characteristics of inclusive education?
• How do inclusive practices fit within schoolwide systems for student support?

Inclusive Education: The Big Picture

This book is designed as a practical, hands-on resource for teams of general and special educators, support staff, and parents who aim to successfully educate students with diverse strengths and needs. The primary purpose of this book is to illustrate a coordinated, flexible approach for educational teams to plan effective instruction and create specialized supports and interventions.

Characteristics of Inclusive Education

Inclusion is about school renewal and change to improve education for all students. Effective inclusion practices require comprehensive plans for curriculum, teaching strategies, and interactions among students with and without disabilities.

Key Characteristics of Inclusive Schools

1. All students are welcome and valued members of the school community.
2. A comprehensive approach to special education integrates practices into the school’s overall mission.
3. Collaborative teaching and teamwork are emphasized.
4. Strengths of all students are recognized and utilized.
5. Continuous improvement and professional development are part of school culture.
6. Support is personalized to meet individual needs, promoting independence.
7. Family involvement is encouraged and valued.

What the Research Says

• Students with disabilities can achieve social interaction in inclusive settings with appropriate supports.
• Interactive small-group contexts promote skill acquisition and social acceptance.
• Students with disabilities show enhanced skills acquisition in inclusive environments.

Examples of Students

• Abby (6 years old): Multiple disabilities, uses walker, learning to communicate with picture symbols and words.
• Vanessa (6th grade): Learning disability, excels in mathematics but struggles with reading and needs emotional support.
• Aaron (17 years old): Intellectual disability and cerebral palsy, transitioning from high school to a community college program.

Conclusion

Inclusive education is a systemwide commitment that enhances learning for all students by providing the necessary supports so every child can thrive.

Excerpted from Teachers’ Guides to Inclusive Practices: Modifying Schoolwork, Third Edition by Rachel Janney, Ph.D., & Martha E. Snell, Ph.D. Brookes Publishing.