Inclusion can mean a lot of different things to different people. It truly depends on who you ask, as everyone’s perception of the word is different.

No matter how you actually define it this word, it’s crucial to know how to do it WELL. If inclusion is executed well, it can be a positively defining moment in the life of every student in the classroom.

Inclusion is as much for the student with an IEP as it is for the general education students in the classroom. If inclusion is executed poorly, it can be equally as defining for all students, but in a detrimental way. We can all agree that we would rather be on the right side of history when it comes to student experiences with inclusion.

While we know the definition of inclusion can be said in many ways, we have some defining characteristics of inclusion that should be at the forefront of your definition.


Inclusion is a team effort.

When students with disabilities are included into a general education classroom, collaboration and communication are paramount between teachers. It’s important to avoid the dreaded “my student” or “your student” labels.

A student with an IEP will have at least two teachers – one general education teacher and one special education teacher at minimum – and the language should always stay at “our student”. No matter if the child is learning in the special education setting for 50%+ of the time or not, both teachers educate the student and therefore are their teacher.

This may seem trivial, but the language helps frame mindsets so both teachers understand they have equal responsibility.

 

Inclusion is planned.

Often times, inclusive practices are reactive to the needs of specific students entering a classroom. An example might be rearranging the classroom furniture so that it will accommodate a new student who uses a wheelchair, or adding visuals to the classroom anchor charts to support a student with autism.

What if the furniture was always spaced to accommodate a variety of students, and what if visuals were always utilized to support students who learn best this way?

It’s often said that the supports we use for students with disabilities are actually best practice and good for ALL students. If we, as special educators, can support our general education teachers with room and curriculum set up, it will make inclusion a much more normal and smoother process.


Here is short snippet from one of the trainings inside of TII membership about inclusion:

If you’re looking for more specifics on IEP like general education collaboration and functional behavior assessments – you’re in the right place!

You can join The Intentional IEP to gain access to over 150+ different IEP-related trainings, and access to our IEP Goal Bank.  Click the image above to join!


Inclusion is ever changing.

What is Inclusion and what does it look like in the classroomHave you ever had a student whose reinforcer changes what seems like every single day? Who responds to an intervention during one unit, but that same intervention falls flat when you introduce a new concept? Our brains are complex and our students are no exception to that!

With these constant changes and adaptations, we can’t expect our inclusive classrooms to stay stagnant and still support our students well.

Engaging in regular meetings to collaborate, evaluate, and reflect on the effectiveness of instruction and inclusive practices is SO important to the success of inclusion. This requires a high level of flexibility and responsiveness, but as a communicative team, it’s possible to keep up with the fluctuating needs of our students.

 

Inclusion is for everyone.

Singling out students and groups, pulling students out of the room for every intervention – is this inclusion?

When we remind ourselves consistently that inclusion is for everyone – it can really help shape the way we deliver services in inclusive settings.

Can a 1:1 aide support a student in a small, mixed ability group? Sure!

Can a speech language pathologist push in to a social science lesson to deliver services a few times per month? Why not!

Can the entire class have the option to record a video rather than write an essay for a science assignment, instead of just the student with an IEP? Yes!

Creating opportunities for inclusion is more than just plopping the student into a general education classroom, it’s also about creating an environment where they thrive.

Unsure of what the LRE continuum looks like?  Click the image above to join The Intentional IEP where you will have access to this, and so many other resources!


There are many factors that make inclusion work. We can call many experiences “inclusive”, but that does not ensure that we are actually executing inclusion well.

Reflecting on our practices, prioritizing team work, planning for inclusive experiences, and engaging in inclusive learning for everyone are meaningful ways to ensure that you’re not just engaging in inclusion, but doing it well.

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