Planning, Implementing, and Evaluating Inclusive Education: Critical Features Identified in the Literature

READINESS/PLANNING PHASE1 /

PHILOSOPHICAL FACTORS2

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SUPPORTIVE PROGRAM ELEMENTS3

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INITIAL STEPS4

Articulates Values and Develops a Vision / Develop an Administrative Vision / Philosophy Development on Inclusion / Form an Inclusion Planning Team
Listen to People Affected by the Change / Base Inclusion of Students with Disabilities within the General Education Reform Efforts in the School / Inservice and Staff Development / Educate the Team about Inclusion
Provide Transformative Experiences / Support Teachers and Administrators during the Change Process Through Internal Structures and an Outside “Critical Friend” / Advocacy and Public Relations / Visit a Quality Inclusive Program
Plan for Bringing Students to Their Neighborhood Schools / Tune Curriculum, Use a Reflective Inquiry Process, Evaluate Curriculum Design / Collaborative Teaching Teams, Cooperative Learning Groups, Diverse Instructional Strategies / Recommend Inclusive Options to Expand the Current Placements
Meet with Parents and Plan IEPs / Infuse Social Justice Issues, including Disability, Throughout the Curriculum / Environmental Accommodations /

SUBSEQUENT STEPS

Consider Staffing and Physical Resources /

ORGANIZATIONAL FACTORS

/ Transition Plans and Overlap of Services / Gain Approval from School Division Administrators for Inclusive Options
Resolve Transportation Needs / Block Scheduling / Behavioral and Emotional Support Systems for All Students / Identify Barriers to initiating the Approved Inclusive Options
Teach Skills Needed for the Change Process / Common Planning Time / Active Communication Network / Recommend Job Revisions and Criteria for Staff Selection
New Job Descriptions for General and Special Education Teachers / Support for Teachers (Planning and Meeting Time) / Gain Support from Key Stakeholders

IMPLEMENTATION PHASE

/ ORGANIZATIONAL FACTORS CONT. / SUPPORTIVE PROGRAM ELEMENTSCONT. /

SUBSEQUENT STEPS CONT.

Develop the Master Schedule / Design New Curriculum, Teach and Evaluate Students / Develop a Program Philosophy and Goals
Use Consultant Teachers and Inclusion Specialists / Group Children Heterogeneously / Develop a Process for Making Individualized Placement Decisions in the Least Restrictive Environment
Develop Instructional Teams (Provide Planning and Meeting Time) / Facilitation and Support of Friendships / Provide Ways for Staff to Learn about One Another’s Programs
Adjust Policies and Procedures / Empowering Students through Self-Determination / Conduct a Series of Inservice Training Sessions on Recommended Practices in Inclusive Programs
Develop a Solution-Oriented Approach to Problems / School-wide Futures Planning for All Students / Provide Orientation Activities for Families
Teach Skills Needed for Inclusive Instruction / Community-based Learning for All Students / Conduct Ongoing Evaluations and Use Results for Program Improvement
Celebrate Accomplishments

MAINTENANCE PHASE

Evaluate Outcomes

1McLeskey, J. & Waldron, N. L. (2000). Inclusive Schools in Action; Peterson, J. M., & Hittie, M. M. (2003). Inclusice teaching: Creating effective schools for all learners.

2Guetzloe, E. (1999).Inclusion: The Broken Promise. Preventing School Failure, 43(3).; Kennedy, C. H., & Fisher, D. (2001). Inclusive Middle Schools.; McLeskey, J. & Waldron, N. L. (2000). Inclusive Schools in Action.; Peterson, J. M., & Hittie, M. M. (2003). Inclusice teaching: Creating effective schools for all learners

3Guetzloe, E. (1999).Inclusion: The Broken Promise. Preventing School Failure, 43(3).; Kennedy, C. H., & Fisher, D. (2001). Inclusive Middle Schools.; McLeskey, J. & Waldron, N. L. (2000). Inclusive Schools in Action.; Peterson, J. M., & Hittie, M. M. (2003). Inclusice teaching: Creating effective schools for all learners

4Guetzloe, E. (1999).Inclusion: The Broken Promise. Preventing School Failure, 43(3).; McLeskey, J. & Waldron, N. L. (2000). Inclusive Schools in Action.; Peterson, J. M., & Hittie, M. M. (2003). Inclusice teaching: Creating effective schools for all learners.