What Makes Inclusion Work?

If your district or school does not have these practices in place, then Project CHOICES can be a resource to support your team.

Roll over the images to view the main points of each practice.

Vision & Attitude

There is a vision statement known.
It supports the belief that all students can, and will learn.
Teams have similar vision and attitudes.
Staff is supported in questioning why practices are in place and to suggest improvements.
All students are considered full members of general education rather than assigned to a separate class list.

Family & Community Partnerships

Families are invited to, and attending, meetings.
Families are communicating with teams, and teams are communicating with families.
Homework is adapted in ways that families think is reasonable.
Parents are contacted for good news as well as struggles.
Families are given an opportunity to complete a satisfaction survey.
Families are linked with community services.
Community agencies come on site to work with families.

Collaboration & Teaming

Teams meet regularly. The team has an agenda, uses a tool/form to document meetings and decisions, and keeps within an allotted time frame.
A coaching model is in place.
There are district and building level coaches.
General and special education teachers work as a team.
Teachers and paraeducators use real data so next steps can be discussed at planning meetings.
Teachers and support staff bring lessons plans.
Items from previous meetings are reviewed to assure follow-up.

Formal Time to Plan and Reflect

Team members honor the time frame determined, coming on time and leaving on time, so the next meeting can begin.
Schedules accommodate common planning time.
Coaches and teams use the meeting for looking at data collected and planning support for students.
Administration honors time by providing support to meet.

Professional Development

Staff are expected and supported in implementing new strategies learned, such as co-teaching, adapting & modifying.
Staff adjusts instruction based on new information from professional development.
Staff has time for coaching, reflecting and cognitive problem solving with others to implement new strategies.
Staff uses research based and classroom proven strategies.
The system is committed to learning through a variety of venues.

Evidenced Based Practices

General education classrooms are using diverse instructional practices.
Students are participating in instruction that is multi-modal (auditory, kinesthetic, and visual).
Groups within classrooms are flexible.
General and Special Education teachers are co-teaching.
Related services are provided within the routine of the general education classroom. Pull out is infrequent, short term and data based.
Student progress is continually assessed through progress monitoring.
Students are graded in ways that show progress.

Multi-level Adaptations & Support Systems

Copies of the adaptations being used are catalogued for future reference.
Adaptations and modifications are determined through the IEP process, used consistently with the student, and available when taking state tests.
Aides/paraeducators are trained and supervised to support students effectively, including fading as appropriate.
Natural supports are part of the planning for supporting each student.

Administrative Support through a Unified System

Administrators are supportive of inclusion in concrete and identifiable ways.
Administration provides leadership to encourage success and break down barriers to inclusion.
Administration values open communication regarding supports and services for students.
A coaching model is in place system-wide. There is a clear line of communication for problem solving.
Administration clearly supports time for teachers to reflect, problem solve and share decision making.
The system is unified so that all teachers are teaching, adapting and supporting all students in general education classrooms.