Teaching Everyone

An Introduction to Inclusive Education

by Whitney H. Rapp, Ph.D. and Katrina L. Arndt, Ph.D. St. John Fisher College
Baltimore·London·Sydney

Contents

• About the Online Companion Materials
• About the Authors
• Foreword Susan Peters
• Foreword Douglas Biklen
• Acknowledgments
• Introduction

I Why Does Teaching Everyone Matter? The History of Special Education

1. Construction of Ability and Disability, Intersections of Ability, Race, and Gender
2. Disability Throughout History
3. How Race, Gender, and Disability Are Socially Constructed
4. How the Social Construction of Disability Affects Education and Schooling
   • Narrative 1.1. Keith Jones
5. History of Special Education
6. Education in the United States
7. The Development of Special Education
8. What We Want to See
   • Narrative 2.1. Larry Bissonnette
9. Special Education Law and Legislation
10. The Road Traveled
    • Narrative 3.1. Dr. David

Development in the Context of Disability

• What Teachers Should Know About Child and Adolescent Development
  • Narrative 5.1. Cady Welch

Classroom Management

• Building Community
• Classroom Management
• Special Education and Classroom Management
  • Narrative 6.1. Rachel Zindler

Differentiation

• A Conceptual Framework for Successful Differentiation
  • Narrative 7.1. Sam Rapp
• Differentiation of Instruction
  • Narrative 7.2. Matt Giordano

Universal Design for Learning

• Definition of Universal Design for Learning
• Why Universal Design for Learning?
• Principles of Universal Design for Learning

About the Authors

Whitney Rapp, Ph.D.

Associate Professor of Inclusive Education, St. John Fisher College, Rochester, New York
Dr. Whitney H. Rapp is an Associate Professor of Inclusive Education at St. John Fisher College in Rochester, New York, where she teaches courses on inclusive education pedagogy. Her research interests include universal design for learning. She presents often at conferences on differentiation of instruction.

Katrina L. Arndt, Ph.D.

Associate Professor of Inclusive Education, St. John Fisher College, Rochester, New York
Dr. Katrina L. Arndt teaches in undergraduate and graduate programs in inclusive pedagogy. Her research interests focus on inclusive practices in schooling, particularly with children and youth who are visually impaired.

Chapter 10: Collaboration

How this Chapter Prepares You to be an Effective Inclusive Classroom Teacher:

• This chapter emphasizes valuing all family groupings and sensitivity to diversity.
• It teaches components of collaboration and the importance of collaborative skills.
• Explains roles of special education teachers in collaboration with other educational professionals.

Collaboration Best Practices

What is Collaboration?

• Collaboration is working with others towards a common goal. Teachers engage with others daily; thus, understanding collaborative skills is essential.

Learning Preferences and Styles

Expressing and Receiving Information

• Importance of speaking clearly and preparing materials for accessibility to all audiences.

Know When to Ask for Help

• Teachers should welcome multiple perspectives and know when to seek assistance.

Share a Common Goal

• Establish shared goals to avoid conflicts and misunderstandings in educational settings.

Be Flexible

• Be willing to try new ideas and collaborate, recognizing that all input is valuable.

Take Risks

• Encourage innovative methods in teaching and remain open to new practices.

Home-School Collaboration

• Involves families and educators actively working together to support student success.

Ways to Connect with Families

• Send postcards to welcome students.
• Greet families at school events.
• Build relationships through newsletters and personal invitations.

Conclusion

• Collaboration requires ongoing learning, adjusting to new methods, and maintaining open communication with colleagues and families.