Inclusion Action Plan

Portfolio Artifact for Education 605

Inclusion Action Plan
Nicole Zuge
EDU 605 Inclusion of Children with Special Needs
Viterbo University

Inclusion Action Plan

Current Inclusion Practices

When I asked a teacher from our special education department to explain to me what our
philosophy on inclusion is, she defined it as "When a student is placed in special education and
we decide on programing we look at the student and evaluate what the student needs help in. We
expect the student to be in the classroom 100% of the day like their peers we then work off of
that and decide if there are classes the student needs specially designed instruction. Previously
we looked at students being in special education as 100% in the resource room and then placed
back into the classroom for specific subjects and/or activities."
What this looks like currently in my classroom is that I currently have 3 students in my
classroom who receive special education services. One student receives speech and language
only, another student has autism and receives a great amount of special education, speech and
language, and OT services all in the classroom within the classroom curriculum, and another
student who receives special education and speech and language services as part of an IEP for
Other Health Impairment. All services are provided in the classroom within the regular
classroom curriculum with no pull out services.
SWOT Analysis for Inclusion
Strengths:
*Full Inclusion model - Although we have quite a few issues to work through at this time, we
have made the commitment to full inclusion and are committed to making it work.
*Smaller class sizes - We are a 4K to 8th grade building with 2 sections of each class and we
generally have between 15 and 20 students per class for most grades.
* In-building Speech and Language Teacher We have our own Speech and Language Teacher
on staff in the building. She is available to not only provide services in the classroom, but is also
available during planning time to co-plan with the classroom teachers.

Inclusion Action Plan

*In-building Special Education Teacher We have our own Special Education Teacher on staff
in the building. She is available to not only provide services in the classroom, but is also
available during planning time to co-plan with the classroom teachers.
* Bi-Weekly Progress monitoring - We currently meet with administration once every other week
to discuss struggling students progress and plan strategies.
*Recent increase in enrollment - We recently, after a few years of declining enrollment have had
an increase in enrollment. This helps to keep enrollment at a level where we can have 2 sections
of each grade instead of just one. This helps to enable co-planning and having more options for
placement in classrooms at each grade level.
* Literacy Coach - We have a full time Literacy Coach on staff, in-building. She is available to
help differentiate curriculum and assessment. She helps to locate differentiated reading
materials.
*Enrichment Classes - We have an exceptional art teacher and phy ed teacher. They both do a
wonderful job of adapting curriculum and equipment for students who are in need of adaptive
services in their classes.

Weaknesses:
*Lack of staff training With our recent move to full inclusion, all special education students are
placed in the regular education classrooms. The regular classroom teachers receiving these
students however, are receiving very little training on the students particular disabilities.
Likewise, the instructional aids that are placed with the students during certain times throughout
the day have little to no training as well.
*Out of building Occupational Therapist We do not have an Occupational Therapist on staff in
the building. The OT comes in just one half day, every two weeks to provide services to
students. She is not available before or after the allotted service time for co-planning or
consulting.
* High open enrollment percentage - Although we recently had a bump in enrollment which
helps to keep the school full and thriving, the majority of the enrollment jump has come from
open enrollment students. The district receives a significantly smaller amount of money per
student for open enrollment students as it does for in-district students. This puts a financial strain
on the district making it hard to retain staff and purchase needed items and curriculum.
*Technology Support- Although we are moving forward in our technology acquisition, we lack
in support in a technology department. We do not have an in-building technology support
person. He is only available in-building once a week. Any supporting or enrichment technology
curriculum component issues that arise for whatever reason need to wait a week to be addressed.
Also, being a rural district, our internet is not always reliable so any web based support/websites
used for special education students is often times not available due to the internet being down.
*Reading Teacher - Although we have a Literacy Coach to help the teachers with curriculum and
materials, we do not have a reading teacher available to work with the students.

Inclusion Action Plan

* Lack of School wide discipline We do not have a school wide discipline program that is fully
implemented. Discipline practices vary from classroom to classroom. This lack of consistency
is especially difficult for student with EBD behaviors and other significant behavior issues.
* Lack of Disability Awareness for staff We have had virtually no Disability Awareness training
for the staff.
*Lack of Disability Awareness for students Any Disability Awareness for students has come
from whatever the classroom teachers can develop on our own.

Opportunities:
*Team teaching - We have Speech and Language and Special Education Teachers available for
team teaching. These teachers are flexible and knowledgeable and can move throughout the
grades and curriculum with the students receiving special education services to make the best use
of their classroom time.
* Instructional Aids - We have instructional aid time available to work with students. Although
this staff is not very well trained to work with students with disabilities, we could have the
opportunity to train these staff members and make it into a better situation.
* Special Education Staff available in classrooms Since the special education staff is available
to co-teach in the classrooms, they could be a great resource to help to plan Disability Awareness
activities for the students in those classes.
* Inservice Days becoming available Up until this point all of our inservice time has been
devoted to restructuring and rewriting classroom curriculum in both math and language arts.
Now that we have been working on that for 2 years, we should have some more time available
for Disability Awareness training and activities during inservice time.
*Consistency in curriculum We have consistent Language Arts Curriculum with school wide
Readers Workshop and Writers Workshop. This makes for a consistent flow and transition from
grade to grade for all students, including students receiving special education services.
*Hard working Staff We have a very hard working staff who care greatly about their students
and their professions.
*Small Staff We have a small staff, so implementing a common school wide behavior program
would not take as much time and resources as it would for a larger building with a larger staff.
*Professional Learning Community Meetings Weekly - We have PLC meetings weekly within
grade band levels. This is a good opportunity to reflect on progress with any inclusion goals.

Threats:
*Declining enrollment We have declining in-district enrollment resulting in recent positions
being cut and as a result a few grades have been combined into one class, making for a very large
class size.

Inclusion Action Plan

* Declining funds As funds decline so does the ability to purchase adaptive equipment and the
ability to staff classrooms appropriately with both teachers and support staff.
*Stress on Teaching Staff - Implementing full inclusion without proper training for the classroom
teachers and support staff can result in low morale and performance from staff.
* Resistance from parents of mainstream students Parents of mainstream students have voiced
concerns over the educational environment of their students when there is dangerous behavior
present from students who receive special education services in the classroom.
*Resistance from Staff Staff members do not want students with EBD behaviors in their classes
because of the lack of consistent district behavior plans and support for the students.
*Lack of student population diversity Lack of all diversity in student population can result in
students feeling isolated.
* Part time Director of Student Services/Special Education - Our Director of Special Education
and Student Services works very limited hours and is not often available to help or consult.

Stakeholders

The students receiving special education services

Parents of the students receiving special education services
The mainstream students in the regular education classrooms
Parents of the mainstream students
Regular education classroom teachers
Special Education Teachers
The Speech and Language Teacher
The Occupational Therapist
The School Psychologist
The Director of Student Services
The Curriculum Director
The District Administrator
The School Board

Inclusion Action Plan Goals

Inclusion Action Plan

Goal: Train/educate classroom teachers about specific needs regarding the students with
disabilities who will be placed into their classrooms to reduce teacher anxiety about being able to
meet the needs of the student while meeting the needs of the regular education students at the
same time.
Recommende
d
Strategies/
Activities

Current %

Goal %

Regular
There is
100% of
education
currently
regular
classroom
very little education
teachers will training for classroo
receive
the
m
training
classroom
teachers
specific to the teachers in
will be
special needs regards to
trained,
of the students
the
educated
with
students
and feel
disabilities
who
prepared
who are
receive
for the
placed into
special
full
their
education inclusion
classrooms.
who will
placemen
be placed
t of
into their
students
classrooms
who
.
receive
special
education
services.

Materials/
Resources
Needed
(What?)
Locate
summer
trainings
available
or special
education
staff
create
materials
for
education,
training.
Money to
pay for
summer
work time
and
possible
conferenc
e fees if
not done
in house.

Who will
Implement?
(Who?)

Target Date
For
Implementatio
n
(When)
Director of
Summer
Student/Specia
inservice,
l Education
before the
Services will
student is
implement and placed into the
plan training
classroom so
and education the teacher can
opportunities.
plan for the
Regular
student and
education and
make
special
modifications
education
to the
teachers need
classroom
to be
curriculum,
responsible for environment,
making the
schedule, etc
time to attend
and/or help to
plan.

Evaluatio
n
(Did it
happen?)

Inclusion Action Plan

Goal: Implement a school wide discipline program to ensure consistency between staff and
grades to help create a consistent and secure environment for students with EBD behaviors as
well as regular education students.
Recommended
Strategies/
Activities

Current %

Goal %

Research the
available
school wide
discipline
programs.
Choose one to
implement
school wide
and take the
steps to
implement it.

We currently
have no
consistent
school wide
discipline
program.
Discipline
strategies
vary from
classroom to
classroom
and teacher
to teacher.

Have the entire

school use the
same discipline
program. 100%
participation
from all
classrooms and
staff, including
teachers,
administration
and support staff.

Material/
Resources
Needed
(What?)
Funds to pay
for training
for all staff.
Time to
form a
committee
to research
discipline
programs.
Time to train
all staff
members.

Who will
Implement?
(Who?)
Volunteer
committee
members
consisting of
both teaching
staff and
administration
will
research and
choose a
program.
Administration
(who plan
inservice
agendas) will
plan time to
train all staff
within the
inservice time
scheduled over
the summer.
(We currently
work 5
inservice days
over the
summer per
our contract)

Target Date
For
Implementation
(When)
Have the
program in
place for the
2014-2015
school year.

Evaluation
(Did it
happen?)

Inclusion Action Plan

Goal: Classroom teachers will work with special education staff to provide Disability and
Difference Awareness lessons/activities once a month to the classrooms in which students with
special needs have been placed.
Recommended
Strategies/
Activities

Current %

Goal %

Classroom
teachers along
with the special
education
teacher and the
Speech and
Language
teacher will use
common
planning and coteaching time to
do Disability and
Difference
Awareness
lessons/activities
for the students
in the regular
education
classrooms.

A few
classrooms
work to
provide
teacher
created
activities
celebrating
differences
between all
people. No
specific
disabilities
are
addressed.

All
classrooms
containing
students
with
disabilities
will
participate
in
Disability
and
Difference
Awareness
lessons/
activities
once a
month as
part of the
classroom
curriculum.

Materials/
Resources
Needed
(What?)
Coplanning
time for
regular
education
teachers
and
special
education
staff to
plan
activities.
Funds to
purchase
any
needed
childrens
books for
the
lessons/
activities.

Who will
Implement?
(Who?)
Classroom
teachers
and special
education
staff who
are
involved in
co-planning
and
coteaching.

Target Date
For
Implementation
(When)
2014-2015
school year.

Evaluation
(Did it
happen?)

Reflection
Implementing these goals will help to ease the transition to full inclusion that our school is
currently experiencing. Students who are experiencing being in class with other students who
have significant special needs will benefit from the Disability and Differences Awareness
activities. These activities will help them to embrace and be accepting of others and as a result
be great role models for students with special needs who may need them as role models. The

Inclusion Action Plan

students with special needs will greatly benefit from the implementation of the first goal
regarding teacher training about specific needs of students with disabilities. The students
deserve to go into a classroom that is being run by a teacher who is confident and secure in their
ability to meet that students needs. The students in my building who demonstrate significant
behavior issues and EBD behavior will benefit greatly from having a consistent discipline policy
throughout the whole school. All students and especially those with significant behavior issues
have a greater chance of thriving in a secure environment where they know what is expected of
them.
I believe these goals can be implemented into our current inclusion practices. Although it is
hard to find time to implement any new goals or programs I feel the staff will understand that
this needs to be a priority. After experiencing our first year of full inclusion I know I realize how
great the need is for these types of staff training. We now know what we need to be even more
successful in the coming years. I feel the rest of the staff realizes this too and will participate in
these goals with respect for understanding the need for them.