Review: Introduction to Inclusionary Practices

Center for Change in Transition Services (CCTS)
- CCTS is a State Needs Project funded by the Office of Superintendent of Public Instruction, providing professional development, resources, materials, and technical assistance in secondary Special Education (SE) and transition.
- CCTS is responsible for managing, analyzing, and reporting the state-wide post-school outcomes for students receiving SE services.
OSPI Inclusionary Practices Professional Development Project (IPP)
- Launched with legislative funding in 2018, the IPP is designed to improve inclusionary practices in Washington state through professional development in inclusive education, differentiated instruction, and individualized instruction.
- CCTS is a partner in the IPP with the goal to strengthen partnerships between SE and Career Technical Education (CTE).
Inclusion Overview
- Inclusion occurs when students with disabilities learn and engage with the core curriculum in general education classrooms and participate both academically and socially.
- The benefits of inclusion are supported by research. Implementation involves an inclusive vision, growth mindset, presumed competence, and Specially Designed Instruction (SDI).
Myths and Facts: Inclusionary Practices
- There is a misconception that SDI can only be provided by an SE teacher. However, SE-licensed staff must design and supervise SDI, but it can be delivered by any teacher or educational staff member.
- There is a misconception that students with cognitive disabilities are only responsible for meeting their annual IEP goals. However, Every Student Succeeds Act (ESSA) and Individuals with Disabilities Education Act (IDEA) require that all students make progress toward grade-level learning standards.
- There is a misconception that parents want their students to be educated in separate classrooms from their general education peers. However, inclusive education helps increase a sense of belonging as part of the entire school community.

Workbook Activities

The following activities can be completed in the Partnerships for Inclusion Workbook, page 2.

Activity 1

Consider your school or district’s current strengths in inclusionary practices. In your workbook, indicate which are in-place, in-progress, or non-existent.
Inclusionary Practice Strengths	In-place	In-progress	Non-existent
Inclusive Vision and Practice
Growth Mindset
Supported by Research
Presumed Competence
Practice of Differentiation and Universal Design for Learning (UDL)

Activity 2

What is your school or district doing to support the practices that are in-place?
Think about the areas that are in-progress or non-existent. How might your school or district improve or begin this work?

Extension Activity

What efforts are you currently taking to actively communicate with parents and families about inclusive practices?

Explore

Additional Resources

References

OSPI Inclusionary Practices Handbook, https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf, retrieved July 10, 2021
OSPI, TIES & UW Haring Center. Myths & Facts about Inclusionary Practices. Washington Office of Superintendent of Public Instruction, https://www.k12.wa.us/policy-funding/special-education-funding-and-finance/inclusionary-practices-professional-development-project/myths-facts-about-inclusionary-practices.

Up Next: Developing Partnerships between Special Education (SE) and Career Technical Education (CTE)

Module 2 explores collaboration and partnerships between SE and CTE educators. It includes informative video clips with Washington state educators and administrators who share their work in developing these partnerships to create inclusive opportunities for students with disabilities.

Next: Module 2 Overview