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
   • A Final Note: Do Not Reinvent the Wheel

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, educational and behavioral consultant, and author.
Martha E. Snell, Ph.D., is Professor Emeritus in the Curry School of Education at the University of Virginia, focusing on the preparation of teachers working with students with intellectual disabilities and severe disabilities.

FOCUSING QUESTIONS

Inclusive Education

• What are the defining characteristics of inclusive education?
• How do inclusive practices fit within schoolwide systems for student support and other current educational improvement efforts?

Inclusive Education: The Big Picture

This book is designed to be a practical, hands-on resource for teams of general and special educators, support staff, and parents to effectively educate students with a range of strengths and needs. It emphasizes a coordinated, flexible approach to instruction and specialized supports.

Characteristics of Inclusive Education

Inclusion involves changing the education system for all students through comprehensive planning and implementation strategies. The Individuals with Disabilities Education Improvement Act (IDEA) defines special education as specially designed instruction to meet the unique needs of students with disabilities, ensuring access to the general education curriculum.

Key Findings from Research on Inclusive Education:

• Given the right supports, students with disabilities can demonstrate high levels of social interaction in inclusive settings.
• Interactive, small-group contexts facilitate skill acquisition and social acceptance.
• Special education and general education teachers experience professional growth and satisfaction from student successes.