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

1. About the Forms ...vii
2. About the Authors...ix
3. Foreword Cheryl M. Jorgensen ...xi
4. Preface ...xvii
5. Acknowledgments ...xxi
6. The General and Special Educator ...1
7. Inclusive Education ...13
8. Special Education ...31
9. Rethinking Students: Presuming Competence ...53
10. Collaborating with Others: Working within a Team ...69
11. Providing Academic Supports ...97
12. Useful Web Sites and Resources for Assistive Technology ...133
13. Providing Behavioral Supports ...135
14. Providing Social Supports: Standing Back ...153
15. Supporting and Supervising Paraprofessionals ...167
16. Supporting You, Supporting Them: Caring for Yourself............................179
17. Book Club Books, Articles, and Self-Care Books.....................189
18. References.......................................................................................................191

About the Authors

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 journals such as Behavioral Disorders, Equity & Excellence in Education, Exceptional Children, and International Journal of Inclusive Education. Julie also works with families, schools, and districts directly to help create inclusive schools. She co-directs a summer leadership institute for school administrators focusing on issues of equity and inclusion. Her doctorate in special education is from the University of Wisconsin–Madison.

Chelsea P. Tracy-Bronson, M.A. is an advocate for individuals with disabilities and former elementary educator who focuses on inclusive opportunities. She is a graduate of Teachers College at Columbia University and is a special education doctoral candidate at Syracuse University. She works with districts and schools to redesign services for inclusive education.

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 and what we make happen in the classroom!” — Kelly (general education teacher)

“There was a change...I contributed thoughts on universal design for learning...so this student could have full membership within the general education classroom.” — Diane (special education teacher)

“We were just so lucky...anything I brought in to discuss they would take a look at it...it was openness to learn.”
— Sheree (parent)

In today’s inclusive classrooms, educators work with other professionals to provide meaningful learning and a sense of belonging for all students. Collaboration is essential to meet students’ Individualized Education Program (IEP) goals.

Roles and Responsibilities

Special Educators

A special educator designs each student’s IEP with a team that includes teachers, service providers, the student, and parents. They ensure the IEP goals are met, collaborate with general education teachers, and provide necessary modifications.

The Family

Families are integral in advocating for their child’s inclusion and providing insights about their needs. Communication and building trust between educators and families are crucial.

Physical Therapists

PTs provide support for gross motor development, address mobility needs, and consult with educational staff.

Speech-Language Pathologists

SLPs assist students in communication skills, collaborating with teachers to facilitate participation in classroom activities.

Occupational Therapists

OTs help students develop daily living skills and participate fully in school settings.

School Psychologists

Psychologists assess students and support positive learning environments, helping problem-solve alongside teaching teams.

Guiding Questions for Teams to Discuss

Some questions that will help foster collaboration among educators, therapists, and paraprofessionals:

• Are you a morning or afternoon person?
• How direct are you?
• What do you consider your strengths and weaknesses when working in a team?
• The goal of inclusive education should be...

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The above roles and guidelines promote effective collaboration in creating inclusive learning environments, fostering teamwork, and enhancing educational outcomes for all students.