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Champions of Inclusion

This article highlights some of the salient characteristics that champions of inclusion share. Champions of inclusion CONNECT with students who have disabilities as individuals who are contributors first.

Co-Teaching: What do general educators and special educators bring to the table?

Q&A with the authors of How to Co-Teach: A Guide for General and Special Educators.

Dispelling the Myths of Inclusive Education

This article dispels several common myths about inclusive education for students with disabilities.

Effective Teaching Practices for Students in Inclusive Classrooms

However, even with well-planned inclusive services, general education teachers and co-teaching teams often struggle with how to effectively teach students with disabilities in general education classrooms. This article provides tips for inclusive practices that will assist general education teachers in meeting the educational needs of their students with disabilities.

How to Coach a Student with Intellectual Challenges

This article discusses assessments to determine the capabilities of a child with an intellectual challenge, handle safety issues appropriately, and avoid risky activities.

Inclusive Education Research and Practice: Inclusion Works

This document describes the vast body of research demonstrating the positive impact of inclusion of students with disabilities in general education classrooms, and describes effective tools that help make inclusion work.

Making Inclusion Work: 5 Strategies Every Teacher Should Know

With these real-world approaches from experts in the field, educators can make inclusion work in their classroom.

  • Incorporate Occupational Therapy Insights
  • Challenge Assumptions about Students
  • Encourage Positive Behaviour
  • Conduct Meaningful Assessments
  • Organise Service Learning

3 Myths of "Special Education" - Thoughts for Parents

This article refers to the social model of disability underpinning the UN Convention on the Rights of Persons with Disabilities (CRPD); it challenges the argument for “parental choice” that forces parents to make a “least worst” choice between a low outcomes segregated setting that welcomes them and their child or a regular setting that fails to welcome and accommodate their child. The author points to the failings of the general education system to provide appropriate supports and adjustments so students with disability are fully included.

Paula Kluth's Top 10 Tips for Teachers Supporting Students wth Autism in the Inclusive Classroom

These 10 simple ideas will aid teachers in addressing some of the unique learning, social, and communication needs of students with autism while bringing out the best in all learners in their classroom at the same time.

7 Research Studies You Can Use at Your Child's Next IEP Meeting to Win the Fight for Inclusion

This article presents 7 quantitative research studies that show the benefits of including students with even the most severe disabilities in a general education classroom. The author highlights that a regular classroom with proper supports is best for all students with disability. 

Rethinking Students: Presuming Competence

This chapter introduces the concept of rethinking students. Rethinking a student entails getting to know about the student and then reflecting on how you see, treat, and work with him or her.

Sample Team Member Roles and Responsibilities Chart

The Future Management is Teal

A number of pioneering organizations in a wide variety of sectors — profit and nonprofit — are already operating with significantly new structures and management practices. They tend to be successful and purposeful, showing the promise of this emerging organizational model. This article discusses the history of organizational paradigms and the future of organizational management towards self-management, wholeness, and a deeper sense of purpose. This article presents key characteristics and examples of Teal management.

There is No Place Called Inclusion

Inclusion is a belief that ALL students, regardless of labels, should be members of the general education community. As members of the general education community, students with and without disabilities should have access to the full range of curriculum options. This article presents recommendations for educators to focus their efforts on supporting students with autism spectrum disorders in gaining maximum educational benefit from the general education setting.  

Universal Design for Differentiated Instruction (UDDI)

UDDI enhances educators skills in designing rigorous units of study that respect learner differences. Resources for the Non-Negotiables of Differentiated Instruction.

What Steps can Principals Take to Create and Maintain Truly Inclusive Schools?

Q&A with the authors of The Principal's Handbook for Leading Inclusive Schools.