LITMIR.BIZ

      Introduction

      Inclusion is an evolutionary process, whether it is a teacher’s first or last year of his or her career. Just like students, teachers require more than access to the classroom. Attitudes, preparation, and supports matter for preservice and veteran general and special education teachers. There is always more to know and to learn and ways for teachers to accomplish things differently, but effectively.

      Inclusion is impacted by prior experiences, professional training, and the supports provided. Teachers’ responsive actions are influenced by preconceived thoughts, more or less preparation, knowledge of the subject matter they are assigned to teach, grade-level experiences, and knowledge of how to adapt and align instruction to students’ skill sets. Inclusion is implemented successfully with administrative supports, professional development, resources, and ongoing collaboration to develop and refine teachers’ and students’ behaviors and actions. The goal of an inclusion classroom placement is to respectfully and collaboratively raise learner outcomes.

      As I participate in professional development and inclusion coaching across the United States and around the world, I often hear the following comments, questions, and concerns.

      • I won’t do inclusion.”

      • I don’t know how to do inclusion.”

      • Who’s included?”

      • How can I better train and support my staff?”

      • What is the role of an inclusion coach?”

      • My co-teacher and I need more time to plan.”

      • I don’t have a co-teacher!”

      • It’s not working.”

      • Can someone explain what SDI is?”

      • We need more direct skill instruction.”

      • What is differentiated instruction?

      • Are MTSS and RTI the same thing?”

      • What does UDL look like in an algebra, a biology, or a Spanish class?”

      • What do we do about students who get it quicker than those with IEPs?”

      Not all staff, students, or families share the same thoughts about inclusion based on their prior experiences, training, preparation, classroom and school dynamics, and support systems. The conceptual framework of inclusion values the meshing of general education and special education with benefits to all learners and professionals (Villa & Thousand, 2016).

      Sometimes an inclusion classroom is viewed differently than an inclusive classroom. It’s more than semantics, because the former indicates that the general education classroom is the preferred classroom environment, but not the sole option for placement. An inclusive classroom often has the connotation that rejects all other placements and can be referenced as full inclusion. At times, the words inclusion and inclusive are used interchangeably, but the Individuals With Disabilities Education Act (IDEA) recognizes a continuum of services, with the regular education classroom viewed as the least restrictive environment on the continuum (Ratcliff, 2009).

      I never like to use the legislative term regular education classroom; I prefer to say general education classroom, because if there is a regular classroom, one might place a negative connotation on any other placement as being irregular. Either way, inclusion is at its best when it transforms challenges into solutions (Jung, Frey, Fisher, & Kroener, 2019). However, unlike combining the elements on the periodic table, inclusion has no set formula because each learner is unique, whether he or she shares the same difference or disability label (Karten, 2017a). Inclusion considers each student’s diverse characteristics for

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