# Teachers’ Guides to Inclusive Practices ## Modifying Schoolwork ## Third Edition by **Rachel Janney, Ph.D.** and #### Martha E. Snell, 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 A Final Note: Do Not Reinvent the Wheel --- # About the Authors ### Rachel Janney, Ph.D. Rachel Janney is an independent scholar and consultant who has worked on behalf of children and adults with disabilities in multiple capacities, specializing in the inclusion of students with extensive learning and behavioral support needs. ### Martha E. Snell, Ph.D. Martha Snell is Professor Emeritus in the Curry School of Education at the University of Virginia, focusing on teacher preparation for those working with students who have intellectual disabilities and severe disabilities. Both authors have conducted various research projects in inclusive schools and classrooms, studying how educators design and implement modifications and accommodations for students with disabilities. --- ## Including All Students in Instruction in Core Curriculum Areas ### FOCUSING QUESTIONS 1. What are effective evidence-based practices for literacy, mathematics, and content-area learning in inclusive classrooms? 2. What strategies create individualized supports and adaptations? 3. What alternative adaptations are effective for meeting the needs of students with extensive support needs? This chapter discusses considerations for teaching core subject areas (reading, writing, mathematics, social, and natural sciences) to all students. The strategies described are organized according to a hierarchy of supports and interventions. For each curriculum area, generally effective teaching practices are summarized that assist teams in creating shared learning experiences. --- TWO REMINDERS: START WITH EFFECTIVE TEACHING AND KEEP ALL STUDENTS’ GOALS IN MIND Including students with disabilities in general education requires rethinking that all students must learn the same thing at the same time. Shared learning goals are not essential to a learning community. It’s crucial to create an environment that fits everyone, applying effective instructional practices introduced in Chapter 2 to all subject areas addressed. For example, menus—either tiered or with adaptations—support spelling, literature study, and social studies, allowing differentiated learning targets for the same assignment. --- **Figure 5.1.** Spelling homework menu. Contributed by Kristyn McDaniel Cabler. Similarly, students can practice priority social-communication skills while pursuing academic objectives and engage in varied activities based on their individual learning needs. --- Excerpted from Teachers' Guides to Inclusive Practices: Modifying Schoolwork, Third Edition by Rachel Janney, Ph.D., & Martha Snell, Ph.D.