Inclusive Education

Peggy S. Bud & Tamara L. Jacobson • October 19, 2023

How to Build an Inclusive Environment and Get Buy-in

This article provides a roadmap for building an inclusive education program, ensuring its success, and bringing all members of the Community of Practice on board.

Definition

The term inclusive education in this article refers to educating both neurotypical and neurodivergent learners in the same classroom and school, and ensuring they all have equal access to education. Successful inclusion depends on all members of the Community of Practice (COPS), namely teachers, parents, counselors, principals, psychologists, and social workers, all accepting, understanding, and addressing the differences and diversity within the classroom. The term “detracking” is sometimes used as a synonym for inclusion since it places students with mixed abilities, skills, and performance levels in the same class.

Overview

There is a direct link between inclusivity and successful educational programming and practices. When schools and school districts ensure all students have equal access to learning opportunities and resources they are embracing and supporting inclusive education. Success depends on parents and teachers collaborating, and administrators and school board members supporting this model. It is crucial that all members of the education community are committed to building an inclusive education program and prioritizing every student’s well-being.

Since inclusive education programs and practices originate at the district level, it is the educators’ responsibility to identify all obstacles that hinder the creation of these classrooms and school culture. It is incumbent upon all members of the community of practice to uncover obstacles that would block, prevent, or undermine inclusivity.

A starting point is to have conversations with all stakeholders, including parents and paraprofessionals who directly support neurodivergent learners and help to implement their Individualized Education Plans (IEPs). Identifying any hurdles begins with asking questions and having deep conversations, which requires everyone to effectively communicate verbally, vocally, nonverbally, and through active listening. The next step is to collaborate and develop strategies to overcome the identified barriers.

Communication is Key

As is true for any organization, effective communication is at the heart of building a successful inclusive education program. It requires parent-teacher collaboration and cooperation, and honest and transparent conversations. These conversations lead to identifying and addressing barriers, understanding, and considering everyone’s perspective, and openly sharing knowledge to avoid misunderstandings.

Effective communication between parents and educators leads to strong parent-educator partnerships. The 5-C Model of Communication (Bud & Jacobson, 2022) is a theoretical framework that provides a roadmap for developing these partnerships by having meaningful conversations. The process is easy to implement and outlined in Navigating Special Education, The Power of Building Positive Parent-Educator Partnerships.

Developing and strengthening student-to-student communication is also important in building an inclusive education program. To overcome barriers, neurotypical students need to become partners in building a successful inclusive education program. It is necessary to help them understand that neurodivergent students have difficulty maintaining personal relationships, which leads to emotional struggles. We suggest educators include students in the conversations about planning and implementing inclusive education programs. It is through these ongoing conversations that everyone will learn how to ‘be inclusive’ and become allies for neurodivergent learners.

The 5-C Communication Model teaches everyone how to have deep conversations that will lead them to being open to collaborate and cooperate. The model also provides strategies for discussing concerns and prioritizing solutions and tools on how to compromise and reach consensus when disagreements arise. A friendly and supportive learning environment will emerge when everyone is open to having meaningful dialogues.

Coaching all members of the Community of Practice helps to avoid communication breakdowns. When neurotypical students improve their communication skills, they learn to communicate with their neurodivergent peers more effectively. Neurodivergent students may experience emotional struggles related to maintaining personal relationships and improved communication skills help to foster friendships. Everyone can flourish in an inclusive environment where teaching and learning supports students working together as allies.

How to Begin

Introducing an inclusive education program in a school or school district begins with the superintendent meeting with all members of the community of practice. These meetings can be at varying times, in person or virtually. The purpose is to engage everyone, including students, in meaningful conversations that lead to developing a shared vision and understanding the value of perspective taking.

The goal is for everyone to agree on what inclusive education will look like in their school or district. This requires collaboration between general and special education teachers, paraprofessionals, support staff, and other school personnel. They must all work together to create a supportive learning environment.

Success is dependent on ongoing professional development for members of the community of practice and requires administrative support. When school leaders commit to providing training, they acknowledge the complexities of implementing a successful inclusive education program. In addition, there must be top-down support for common planning time between general and special education teachers, regular check-ins, and ongoing opportunities for collaboration between teachers and their aides. These are all crucial factors in ensuring the success of an inclusive education program.

Parent Programming

Change is difficult. Building an inclusive education program at the school or district level must include educating parents. This is dependent upon educational leaders being honest and transparent when sharing information. Providing parents an opportunity to gain knowledge through open and authentic conversations is the best way to get their buy-in. When school districts offer a variety of informational programs on inclusive education and community-wide conferences, parents are more likely to understand its value. Scheduling sessions at various times, during AM and PM hours, helps to ensure all parents have an equal opportunity to attend.

Conversations about the benefits of inclusive education should be started at least one year prior to making a change. These on-going conversations and information sessions help parents feel included in the decision-making and are more open to change because they understand the what, why, and how of inclusive education.

When there is community awareness, buy-in is more likely to occur. We suggest districts initiate media campaigns, both through the local newspapers and on social media. In addition, sending newsletters to parents is an effective way to highlight the educational benefits of inclusive classrooms. Group gatherings, such as family breakfasts and potluck suppers, are social and educational and provide opportunities for parents to talk, share experiences, ask questions, and voice their concerns.

Collaborative Teaching and Learning, An Integral Part of Inclusive Education

All students struggle emotionally. Neurodivergent students are more likely to display patterns of anger, often triggered by their life experiences and stresses. An effective strategy to overcome these pressures is encouraging students to write, share, and speak openly about being different. An inclusive environment is a safe space for these students and provides a platform for sharing their experiences and feelings. Inclusive classrooms and general and special education teachers are responsible for teaching students to understand learning differences.

Open and honest conversations and active listening lead to effective collaboration between general and special education teachers. Since planning is critical to successful teaching and learning, there needs to be common planning time between general and special education teachers. This provides opportunities for all teachers to discuss their ideas and develop lesson plans, whether those entail creating a daily schedule or curriculum-based activities. Productive conversations are the path to cooperation and collaboration.

Opinions differ regarding how to teach communication skills and build an inclusive classroom. One method is through the creation of social scripts, which help neurodivergent learners have productive discussions. In addition, we suggest students become familiar with the 5-C Model of Communication. It is an effective communication tool that heightens the importance of active listening and teaches the value of perspective-taking. These are important skills that help neurotypical and neurodivergent students build relationships.

Inclusive education is a top-down initiative. Therefore, teachers look to their administrators to ensure time for joint planning and ongoing conversations. The amount of planning time and its effectiveness depends on when it occurs and how frequently. Are teachers able to plan every lesson together? Is prep time limited to planning for larger blocks of instruction, such as units of study? “Best practice” ensures that general and special education teachers have joint weekly planning.

Educators Role

Teachers are responsible for creating an inclusive and welcoming environment which ensures everyone's voice is valued and respected. Collaborative discussions that lead to developing a shared vision are crucial to the educational process. Empowering students by encouraging them to express their thoughts, feelings, and perspectives is also essential.

Improving student engagement begins by fostering ongoing and transparent communication between teachers, assistants, and parents. Identifying and addressing the challenges students with special needs face is also critical to ensuring everyone receives the most appropriate and practical education. Collaboration between special and general education teachers is an essential first step.

In addition, weekly staff and planning meetings should be a time to expand the teaching strategies of all educators. Preparation and collaboration include discussing instructional and academic aids, materials, and curriculum modifications to address the students’ IEPs. Sometimes, bringing the instructional aides into planning sessions is best practice, as they adapt the material and provide academic assistance. The question is, ‘Why are they not included in the conversation?’ The goal is for everyone to be on the same page.

Special Education teachers are vital to the education of a neurodivergent learner. They provide support and guidance to students with special needs while allowing the general education teacher to teach the subject matter. This approach ensures every student receives a quality education with no gaps in their learning.

Ample planning and preparation time leads to meaningful conversations regarding how to differentiate instruction to address the student’s goals and objectives. This involves identifying each student’s unique learning style and then making appropriate accommodations. It is important to note that differentiation is not just about making modifications, but rather tailoring teaching and learning to address the individual needs, interests, and strengths of the students. It addresses where instruction occurs, what is taught, and how students demonstrate learning by looking at content, process, and product, which are all essential to planning and delivering appropriate education.

Paraprofessionals

When addressing the needs of a child, it is essential to consider the voice of all educators, including the para. Most education models have the aide spending more direct time with the student than their general education teachers. Parents often seek assistance or want to address a problem, and the only professional available is the child’s para. Paras should be knowledgeable about the child’s IEP, so they can provide information to parents and answer their questions. They also must respect the role confidentiality plays in the conversation. Problems can be solved if all community members are knowledgeable and have a voice.

The students’ paraprofessionals need to feel included and respected in the teaching and learning process since they are valuable members of the academic community. The teacher is responsible for creating a positive and productive learning atmosphere, fostering trust, and encouraging teamwork between families and one-on-one aides. This is more likely to occur if the para feels included in the conversations, which happens when they are encouraged to ask questions and share observations and data.

Administrators

Administrators are responsible for introducing and celebrating the benefits of an inclusive education model. This requires recognizing the importance of family involvement and managing staff culture, climate, and education. Prioritizing home-school cooperation and communication are crucial to buy-in from all members of the community of practice. Budgeting for supports like common planning time ensures general and special education teachers are on-board.

Taking advantage of events like the Parent-Student Open School Night can be an effective way to celebrate the values of the inclusion model. Beginning each school year by highlighting an inclusive education theme and then reinforcing it throughout the year helps to reinforce the benefits of this model. Asking teachers to integrate this theme into their curriculum strengthens the message but requires providing ample time for preparation and collaboration.

Conversations must be on-going and address parent concerns such as the value of the neurotypical students having social interactions with their neurodivergent classmates. We suggest sharing information about various education models, including inclusive education, and using data to explain the pros and cons. Once parents understand the value of the inclusive model, they are more likely to embrace and celebrate it.

Research has shown that teaching someone else can enhance your understanding of the subject matter because when you are able to explain a concept to another person, it demonstrates your own proficiency. Did you realize that when neurotypical students of all ages are in a classroom with neurodivergent learners, they can develop valuable leadership skills by assisting their peers? Did you know that this can strengthen and empower them to become leaders? Therefore, when students help their peers learn, they are reinforcing their own knowledge.

Confidentiality

Communication between home and school is essential for student learning. Teachers’ concerns regarding confidentiality may limit the paraprofessional's information and knowledge regarding the child and their academic, social-emotional, or behavioral needs. To avoid breakdowns regarding home-school communication, we suggest teachers include paras in conversations about students so they can effectively communicate with families.

Sometimes, teachers are unavailable, and parents speak to a paraprofessional instead. Paras must clearly understand the role confidentiality plays in the conversation so they can freely speak to parents. It is also important that parents understand the significance of privacy, so they do not unintentionally share sensitive information.

Inclusive Education Obstacles

Communication – Only through open and honest conversations will all members of the community of practice understand the value of inclusive education. Encouraging questions, sharing best practices, and understanding everyone’s perspective will help remove this barrier.
No Accessibility – True accessibility and inclusion are crucial for achieving equality among all students. The illusion of an accessible curriculum for all students does not equate to true accessibility. Similarly, the illusion of friends being there and accessible to neurodivergent students is not the same as true accessibility. To build genuine and lasting relationships between students, true accessibility must be provided to all.
Connection between general and special education – It is important for general education and special education teachers to work together to ensure that all students receive a quality education. The key is to include all vulnerable students in an inclusive setting and create an environment that supports equitable education for all. This begins by encouraging dialogues between all educators because their differences are also their strengths.
Collaboration and Cooperation – General and special education teachers are crucial for shaping a community's educational landscape. All teachers bring different and unique skills and knowledge to the classroom. Special education teachers bring a different mindset to a learning environment because they have a better understanding of learning differences and how to differentiate instruction to address the needs of all students.
Parent Involvement – Until parents of neurodivergent and neurotypical students are educated about the benefits of having an inclusive classroom, this model will not reach its fullest potential. Inclusion is only effective when both the parents’ and teacher’s perspectives are valued.

Is Inclusive Education Always Appropriate?

The answer is ‘yes’ but…

Inclusive education is one of many models within a school district. Inclusive education must be implemented appropriately by following best practices and techniques to be an appropriate teaching and learning model. Involving parents in conversations is crucial, as it creates a collaborative and supportive learning environment. Success and buy-in means both parents and educators feel their voices are heard and that they are included in the decision-making process. It is also crucial that the students’ needs are at the center of the conversation, to ensure inclusive education is the appropriate model.

If your community of practice is considering implementing inclusive education or wants to build a more effective and robust program, we can help you explore your options.

Start by reflecting on how Inclusive Education is implemented in your community.
What are the barriers?
How are they being addressed?
Does everyone have a voice?

We can be reached for a one-hour free consultation to discuss where you are in the process and how best to move forward.

< Older Post Newer Post >

How Grief Affects Saying Goodbye to Yesterday’s Dream

By Peggy S. Bud & Tamara L. Jacobson • March 23, 2024

Grief is a powerful emotion and a profound and natural reaction to the loss of a loved one or something of significant importance. People share universal feelings; grief transcends cultural boundaries. Initially, the grieving process is exclusively attached to death; however, grief can be triggered by any significant loss, even the loss of one's dreams.

Why Active Listening Makes all the Difference for Speech-Language Pathologists

By Peggy Bud • November 14, 2023

ableU On-demand Professional Development

The Inclusive Education Project Podcast

October 20, 2023

Episode 280: Navigating Special Education with Effective Communication

Innovative Teaching and Learning Practices

October 4, 2023

When teachers have a solid grasp of their students’ emotional status and learning style, they are better able to understand their successes and failures. These insights lead to more creative teaching and the incorporation of the use of multiple modalities in their lessons. When educators are familiar with the cultural background of all learners in their classroom, they are better able to include literature and educational activities to reflect these differences. Students are more successful when they are actively engaged in the learning process. This begins by asking open-ended critical-thinking questions during discussions. When teaching virtually, the use of visual aids such as pictures, videos, and PowerPoint presentations ensures all learning styles are considered. At different points within a lesson, checking for understanding provides the teacher with evidence that the students are learning. It also is an effective way to guide instruction, increase the learner’s engagement with the material, and vary content. How students learn is shaped by group participation, individual responsiveness, and the teacher’s ability to check for understanding through oral and written communication. Other Instructional activities analyze oral and silent reading and listening comprehension along with the student’s ability to visually attend. These best practices can help enhance the learning process. Research suggests traditional learning practices continue to be effective. These practices include lectures, daily and weekly check-in with students, homework, hand raising, answering textbook questions, and pre-and post-testing. Currently, non-traditional learning theories are also becoming more dominant in the classroom. These include Critical Race Theory, Critical Pedagogy, Critical Multicultural Education, Funds of Knowledge, Critical Cultural Capital, Non-Biased education. Adequate nutrition impacts student learning and memory retention. In impoverished districts can be of pressing concern for administrators and teachers, who must explore ways to respectfully offer free lunch, and sometimes breakfast, to students. Based on our professional experiences and observations, it appears that although there is less racism, problems related to gender, and social class continue to jeopardize students' learning and their overall well-being. Factors contributing to successful learning such as class size affect the student-teacher ratio and therefore impact a teacher’s ability to provide individualized instruction to students. To reduce student disengagement, choice is a crucial part of teaching and learning. This is important at all grade levels and particularly important for students learning a second language or neurodiverse learners. There are programs that provide students with diverse ways to engage in learning activities. These include cooperative learning, peer-to-peer editing, critical group analysis, readers workshop, Mathnasium, and behavioral and emotional counseling. Differentiation of instruction supports students who may otherwise struggle in the classroom. Using any of these models provides students with opportunities to gain from the experiences of their peers and teachers. Research has found that successful learners are open to learning. Our memory is linked to what and how teachers present information. This includes time of day, teaching methodology, learning reinforces, and types of drill and practice that follow initial instruction. If we want teaching and learning to be most effective, it is crucial that curriculums represent diverse learners and are culturally appropriate. This means incorporating visual, oral, and sensory learning techniques to enhance understanding. Everyone has a different learning style; we believe in multi-dimensional learning techniques. We understand how people learn new and innovative ideas varies and can create teaching challenges. Yet, best practices for motivating learners vary depending on the individual and their unique needs and learning style. Consequently, when teachers use creative strategies and culturally responsive methodologies, there is an increase in student motivation and success. Individual or group interactions tend to increase buy-in versus the use of a lecture format. Therefore, the key to successful teaching and learning should combine innovative learning strategies with highly motivating and rewarding practices. This technique is a winning combination.

The Path Forward

September 29, 2023

Historically, parents did not play an integral role in their child’s education. Even though research showed family engagement significantly affected student outcomes, most teachers did not collaborate with parents. Instead, home-school communication tended to be monologues rather than dialogues. Teachers reported on the student's performance, and parents passively listened and asked very few questions. Regarding pre-COVID teaching and learning, if we took a step back and honestly reflected on what that looked like, we would all agree it had flaws. We know home-school communication is crucial for student success. However, parents were expected to be listeners, and to defer the teaching and learning responsibilities to the school. They were reluctant to ask too many questions or share personal information, fearing it might affect how the teacher treated their child. On the other hand, teachers and administrators did not focus on parental involvement because they saw themselves as being responsible for the education and activities of their students. Then, suddenly and without warning, teaching, and learning changed! Due to COVID-19, a stay-at-home order across the country moved teaching and learning from the classroom to virtual instruction. This put tremendous pressure on parents. They were now expected, and often required, to be involved in their child’s education. Teachers needed to prepare for virtual instruction, and so did parents. Learning online presented multiple problems for families, which became layered on top of the vast changes due to the pandemic. Parents of neurotypical students felt frustrated and floundered, although their children were often capable of independent and self-guided learning. Parents of neurodivergent learners were now burdened with the responsibilities of being parents, teachers, and employees. They knew their children could not independently negotiate virtual instruction and now needed to understand the teaching strategies used to educate their children. Who knows what crisis is just around the corner? Teachers and administrators must refrain from reverting to how teaching and learning occurred pre-COVID-19. Let our mistakes be lessons on how to improve teaching and learning by enhancing the home-school connection. Most parents would benefit from additional knowledge and support regarding their children’s educational program, placement, and services, including OT, PT, and speech. The time for change is now! Collaboration between home and school is crucial. Building parent-educator partnerships and relationships drives having open and honest lines of communication. The only way to ensure the next crisis will not put the same type of burdens on our students is to be proactive. Parental engagement is crucial to student success. However, it requires parents and educators to collaborate and communicate. Building home-school partnerships creates a path that enables students to adapt and adjust during a crisis. Building Parent-Educator Partnerships means: Educators need the knowledge and tools required to teach in the 21 st Century. Administrators need to provide leadership through ongoing professional development and mentoring. Parents are part of teaching and learning conversations. In 2023, education has slipped back into its old patterns. Educators and therapists work in silos, and greater parental involvement is still necessary. How can the “Path Forward” be different? Begin by improving home-school communication and building solid parent-educator partnerships. No one foresaw what happened overnight in March 2020. Yet, today, we know that this could happen again. Let’s ensure teachers are tech-savvy and understand how to teach across all platforms. Engage parents in the teaching and learning process so they know the strategies and accommodations their children need to be successful. Let’s not repeat our mistakes. Instead, we should try to turn our mistakes into lessons that shape the future of education.

Listening Leads to Compromise

September 12, 2023

Conversations have different purposes. They can be informational, personal, relational, or transactional. Effective conversations are dialogues grounded in active listening and open the possibility of compromise. What is a conversation? Conversations occur when two or more people share ideas. Effective conversations begin with sharing facts, such as who, what, when, and where, and then delve deeper by asking questions and building on what the other person is saying. This interchange occurs through active listening Without deep conversations, change is not possible! If you say you are listening but are not open to compromise, are you really listening? Can change occur? Top-down leaders often say they are listening but are unwilling to change their position. They may hear what is being said but are not open to compromise. They do not ask questions or ask for clarification and may not embrace the other person’s perspective. What is compromise? The definition of compromise is settling a dispute by each person agreeing to some concessions. This is one way to think of compromise. Another way is to listen and see the situation from the other person’s perspective. Hearing the evidence that is driving the conversation may lead to agreement. Think of this as a form of compromise. OR Through deep and meaningful conversations, meshing your ideas with the other person’s ideas is also a way to compromise. Together, you create something bigger, better, more creative. An idea or plan emerges that you never considered or thought possible. Are you willing to listen and compromise? If so, begin by having deep conversations, asking lots of questions, and actively listening!

Conversations Drive Communication

July 17, 2023

What do you think is the biggest problem with communication?

Let's Plan to Meet

July 12, 2023

"An hour of planning can save you 10 hours of doing. " - Dale Carnegie What, another meeting? Oh No! Anxiety and stress. I don’t want to go into a room with strangers and feel alone, knowing they are all colleagues. How can we change this situation? Have a Pre-meeting. What is it? The pre-meeting uses a small, intimate meeting format, which allows everyone’s voice to be heard and their ideas considered. It can be a powerful tool and becomes the first meeting in the IEP process. A Pre-IEP meeting between parents and a case manager or school administrator leads to more productive and shorter IEP meetings. Yet, they are viewed as an extra meeting and require parents to take time away from their jobs or other responsibilities. This is why educators and parents are resistant to having this extra meeting. We believe these meetings build trust, which is why we suggest having one or more pre-meetings between the administrator, or case manager, and parents before IEP meetings. This type of meeting can be a powerful tool and becomes the first meeting in the IEP process. Using a small intimate meeting format allows everyone’s voice to be heard. The pre-meeting concept is not found in education handbooks or government documents. Yet, it gives parents and educators a platform to clarify the purpose of the IEP meeting, share and discuss data, and review the procedures outlined by state and federal laws. It allows parents to ask questions and better understand the IEP process without feeling threatened or intimidated. The concept of having a Pre-IEP meeting may be rejected because everyone views it as just another meeting and does not understand its purpose. Trust emerges when casual meetings are held because everyone starts to hear one another’s perspective. The pre-meeting also leads to creative opportunities, such as creating a ‘cheat sheet. This is a one-pager filled with definitions and terminology that will be used at the IEP meeting. If you would like to learn more about the value of a PRE-MEETING and how to build a repertoire of techniques to help parents and educators effectively communicate with each other as partners, submit a request to speak with Peggy and Tamara.

Bernards Township Library Talk

May 21, 2023

BASKING RIDGE, NJ – Tamara L. Jacobson and Peggy S. Bud spoke about their timely book Navigation Special Education; The Power of Building Positive Parent-Educator Partnerships this month at Bernards Township Library in Basking Ridge, New Jersey . Parents, educators, and community members attended the program. Bud and Jacobson presented an overview of the 5-C Model of Communication, an original theoretical framework to help parents and educators effectively communicate. They also discussed active listening and the importance of data collection. They have many speaking engagements planned both in-person and virtually to promote their book, and they also offer consulting services to parents and school districts.

Ferguson Library Book Signing

May 9, 2023

STAMFORD, CT – Authors Peggy S. Bud and Tamara L. Jacobson discussed their book, Navigating Special Education: The Power of Building Positive Parent-Educator Relationships, where they shared their 5C Model of Communication: Conversations, Collaboration, Cooperation, Compromise, and Consensus to provide educators and parents a deeper knowledge of every aspect of the special education process so they can form trusted, proactive alliances. – Book sale and signing followed the presentation.