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

Excerpted from The Educator’s Handbook

Contents

• About the Forms
• About the Authors
• Foreword Cheryl M. Jorgensen
• Preface
• Acknowledgments
• 1 The General and Special Educator
• 2 Inclusive Education
• 3 Special Education
• 4 Rethinking Students: Presuming Competence
• 5 Collaborating with Others: Working within a Team
• 6 Providing Academic Supports
• Appendix Useful Web Sites and Resources for Assistive Technology
• 7 Providing Behavioral Supports
• 8 Providing Social Supports: Standing Back
• 9 Supporting and Supervising Paraprofessionals
• 10 Supporting You, Supporting Them: Caring for Yourself
• Appendix Book Club Books, Articles, and Self-Care Books
• References

About the Authors

Julie Causton, Ph.D.
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, and she works with families, schools, and districts directly to help to create truly inclusive schools.

Chelsea P. Tracy-Bronson, M.A.
Chelsea P. Tracy-Bronson, M.A., is an advocate for individuals with disabilities and former elementary educator who focuses 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.

Collaborating with Others

Working within a Team

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

“There was a change... I contributed thoughts on universal design for learning...”
— Diane (special education teacher)

“We’ve each been invited to this present moment by design...”
— Casey and Vanceburg (1996, p. 138)

All students in a classroom community can benefit from a team of professionals working together, promoting meaningful learning and a sense of belonging. This collaboration between professionals on educating students with disabilities is fundamental to the federal IDEA 2004 legislation.

Roles and Responsibilities

Special Educators

Special educators design each student’s IEP, determine goals and objectives, and help differentiate curricula and instruction.

The Family

Parents are equal members of students’ IEP teams and are expected to advocate for their children in the educational process.

Physical Therapists

Physical therapy addresses areas like gross motor development and mobility, helping students to access the school environment.

Speech-Language Pathologists

SLPs assist with communication skills required for effective interaction in the classroom.

Occupational Therapists

OTs support students in daily life skills or functioning within the school environment.

School Psychologists

School psychologists assist students academically, socially, behaviorally, and emotionally.

School Social Workers

They provide links between students’ home, school, and community, helping families overcome barriers to learning.

Vision Teachers

Vision teachers support students with visual impairments by adapting curricula and providing necessary equipment.

Audiologists

They work with students who have hearing impairments to provide the necessary support for effective learning.

Paraprofessionals

Paraprofessionals support students academically, socially, and behaviorally under the direction of certified educators.

Students

Students are crucial members of the educational team and should actively participate in decisions regarding their learning and support.

Guiding Questions for Teams to Discuss

Work Styles

• Are you a morning or afternoon person?
• How direct are you?

Philosophy

• The goal of inclusive education should be...
• To me, normalcy means ...

Excerpted from The Educator’s Handbook