An inclusive classroom welcomes students of all ability levels. There may be students with learning disabilities, students who are gifted and/or talented, students who work at grade level, and students who work below grade level in one class. How does a teacher not only provide instruction for such a wide variety of abilities, but also assess student growth and progress? This online learning environment explores how inclusion interventions, grounded on principles like establishing prior knowledge, differentiated instruction, universal design for learning, multiple intelligences, multi-sensory approaches, peer mentoring, self-determination, and cooperative learning organize an inclusive general education classroom.
Assignments include readings, discussion posts, reactionary papers, online research, and the completion of an inclusion portfolio. Feedback will be ongoing throughout the term by completing inclusion checklists, lesson note templates, and inclusion improvement plans. Each block builds the components of the Inclusion Portfolio project, which contains the following elements:
a. The knowledge of disabilities and appropriate interventions
b. IEP components and CCSS connections
c. Differentiation that is required for staff and students
d. Staff roles and professional responsibilities
e. Application of inclusion principles, norms, expectations, and collaborative strategies and resources for staff, students, families