Inclusion of Students with Special Needs:

Artifact Description
The inclusion artifact I included is the graded Inclusion Action Plan that I
submitted for the online EDUC 605 course. The plan format includes the
following: Current Reality, SWOT (Strengths/Weaknesses/Opportunities/
Threats) Analysis, Stakeholders, Inclusion Action Plan, and a Reflection. This
plan was created for my school that has a significant population of Deaf and
Hard of Hearing (DHH) students who use auditory aiding devices - not sign
language - to aid in their hearing. Because our students have many diverse
hearing and language needs, come from diverse socio-economic backgrounds,
and represent a range of diverse ethnic and home language environments, it
was important to create a plan that would improve our ability to move
from a predominantly self-contained model of service delivery, to a more
fully inclusive model. This plan proposes specific goals the school community
could endorse to bring about that change.

Professional Growth
Before taking this course I had had limited experience with the intricacies of
the IDEA laws for people with disabilities. IDEA laws and the rights of
individuals with disabilities were more clearly defined from the readings,
discussions, and videos that the instructor provided. Specifically, reasonable
accommodations not only include the modification of routines, and rules,
but also school policies, barriers to communication, and even the removal of
architectural barriers. Providing assistants, special services, and assistive
technology are written into the IDEA law. Additionally, it is the schools
responsibility to establish that any removal of a child with special needs
from the regular education classroom is deemed appropriate, and that all
efforts are made to have students learning in a least restrictive
environment, along with their regular education peers. While I have worked

my entire career with special needs students included in my classrooms, I

was able to deepen my knowledge of resources available, particularly those
having to do with tolerance and acceptance, and working with students
with autism. One of the most helpful resources for me and the work I do
with special needs students was Just Give Him The Whale! : 20 Ways to Use
Fascinations, Areas of Expertise, and Strengths to Support Students with
Autism by Paula Kluth, (2008 Paul H Brookes Pub Co) because I not only
learned more specifics about autism difficulties with social interactions,
emotional immaturity, difficulty communicating with others are just a few
and can range from mild to severe depending on a childs disability but I
was able to gather tangible strategies for working more effectively with
students with autism, such as frequent breaks, sensory areas in the
classroom (even changing what the student sits upon for lessons), headsets
that dilute loud noises (such that you might find in a cafeteria, gym, during
a fire drill, etc.), and low-tech assistive technology options like pencil
grippers, tilted writing surfaces, and cubby areas in the classroom that can
feel more secure and devoid of some of the external distractions of a typical
classroom to be used as needed by the student. Another resource I found
helpful and continue to utilize is From Disability to Possibility: The Power of
Inclusive Classrooms by Patrick Schwarz (2006 Heinemann). An emphasis
on frequent and purposeful collaboration with colleagues that is critical to
student success when inclusion is the goal is put forth as good inclusive
practices. When regular education and special education teachers work
closely together to plan lessons, set expectations, and select

differentiation strategies, students are given the best possible coherent

instruction in the best possible environment that meets individual
needs. By the conclusion of the EDUC 605 course I have become
more convinced that Inclusion into the regular education classroom
benefits both the special needs student and the regular education
student. We use Common Core State Standards in my school as the
basis for all of our instruction. We meet weekly to collaborate on the
lesson designs that best meet the needs of all of our students through

differentiation so that all students can show mastery of their grade

level the standards.
Understanding and Application of Standards
INTASC # 3The teacher works with others to create environments that support individual
and collaborative learning and that encourage positive social interaction, active engagement
in learning, and self-motivation.
WI #3 Teachers understand that children learn differently. The teacher understands how
pupils differ in their approaches to learning and the barriers that impede learning and can
adapt instruction to meet the diverse needs of pupils, including those with disabilities and
exceptionalities.

From the new learning around inclusive strategies that include modifying
my classroom environment as well as differentiating instruction I gained as a
result of this class, I am more excited than ever to engage both families and
students in their learning. I have worked much harder to adapt my
instruction using more visuals, small group discussions, and oral practice
with partners to cement learning. I have chosen materials beyond the text
that help all of my students experience learning in a more kinesthetic
approach and less paper/pencil dependence to show mastery of concepts.
Students in my classroom are given more frequent opportunities to explore
through the use of technology and extra adult supports when needed, work
collaboratively with their peers on projects and assignments before being
expected to engage in individual completion of standards-based assignments,
and show their learning in a variety of ways which have included oral
presentations, plays or skits with peers, posters, illustrations with captions,
interviews, and more. My classroom community is stronger as a result of
the above measures around instruction and the changes I have made in the
classroom design to allow for more student movement and choice, and less
teacher-directed instruction throughout the day. Many more of my students
see themselves as an integral part of the community, and students have
begun to capitalize on the strengths that each one brings to the table when
choosing and completing work.

INTASC # 8The teacher understands and uses a variety of instructional strategies to

encourage learners to develop deep understanding of content areas and their connections,
and to build skills to apply knowledge in meaningful ways.

Because students come with a variety of needs and skills, it is up to me to

create relevant learning experiences. In my Inclusion Action Plan, I tried to
look closely at our existing program through the lens of someone who was
differently abled. This has allowed me to create professional development
for teachers with teachers that help to move our program forward to
address student achievement from many angles, not just continuing to use
those strategies that are familiar and comfortable, but not necessarily
effective.
WI# 6 Teachers communicate well. The teacher uses effective verbal and nonverbal
communication techniques as well as instructional media and technology to foster active
inquiry, collaboration, and supportive interaction in the classroom.

This standard is essential to effective inclusion of students with special needs.

By being able to create supportive interactions in the classroom, I will
hopefully be working towards developing a risk-free zone where all of my
students can feel safe and accepted. This standard is also a reflection of the
Viterbo Core Values of Hospitality and Service in which all members of the
community are valued for who they are. My non-verbal communication is
sometimes much more important than the verbal for many students, as
reflected in the Viterbo Core Value of Integrity, so I must always be
cognizant of student perceptions and strive to be genuine and forthright in
all of my communications with students and families. Bringing technology
into the mix allows my students to experience a bigger and broader world,
and to be able to explore their own interests and develop their talents.

Impact on Student Learning

As a result of taking this class, my students have been exposed to a more
open and risk-free environment where differences are accepted and do not
play the starring role in student interactions. My students are caring and

considerate toward one another and have shown tremendous social growth.
Academic achievement RIT scores for many students grew an average of
seven points on the MAP (Measures of Academic Progress) screener from the
Winter to the Spring assessment. Students were given a teacher created
survey in October and again in May that asked them to rate on a scale
(Mostly Sometimes Hardly Ever) how they felt about the following:
Perception Question

October

May

% Changed
Perceptions

I feel that others

listen to me
I feel included in
activities
It is okay to make
mistakes
I have friends in this
classroom
Others help me when
I am stuck.

10/33

9/33

11/33

7/33 3/33

30-21

42-9

8/33

9/33 2/33

33-27

24-6

14/33

9/33

9/33 3/33

42-27

42-9

8/33

5/33

4/33 1/33

24-12

15-3

14/33

8/33

2/33 1/33

42-6

24-3

The data above suggests that as the year progressed and all teachers
involved with this class collaborated on the afore-mentioned areas, students
perceptions changed as they felt the classroom environment became more
inclusive of them. Students have become better listeners and many more
students are willing to work with partners to solve problems, create ideas,
and share learning. As a result of more variety in assessments, students are
showing their knowledge more accurately, and we teachers have a much
better understanding of true intellectual abilities. Fewer disruptions have
also been an added bonus to a more inclusive classroom since transitions
from class to class have been reduced and students feel a part of the regular
education classroom community, and want to remain and work with their
peers.