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Home > College of Education > Early Childhood and Special Education > Student Resources > Building Inclusive Schools

Building Inclusive Schools: An Instructional Series

Dr. Patti C. Campbell, Associate Professor
Dr. Robert Campbell, Professor

Valdosta State University
Department of Early Childhood and Special Education
Valdosta, Georgia, 31698

   Using Best Practices to Build Inclusive Schools for Students with Diverse Learning Abilities was a three year project funded by the USDE Office of Special Education Programs that resulted in a comprehensive instructional package for training teachers to apply innovative practices that expand opportunities for service delivery for students with diverse learning abilities in inclusive neighborhood schools. Target users include inservice professionals in regular and special education, parents, and related service personnel engaged in or planning for the full inclusion in neighborhood school of students with diverse learning abilities. The individual school is seen as the unit of change, therefore, training is provided to a student centered team that minimally includes the principal, one regular educator, one special educator, other professionals that support the student, and a member of the student's family. Each training session typically requires one working day. Modules are designed to be flexible in delivery format, and the content can be easily broken into shorter training periods as needs dictate.

Training emphasizes full inclusion process elements that include: 1) support for student placement in inclusive neighborhood schools; 2) dual ownership (regular and special education) of students regardless of academic and adaptive functioning; 3) increased opportunities for integration and social interactions with nondisabled peers; 4) collaboration and cooperation among parents, regular, special, and related service personnel; 5) infusion of regular and special education instructional methodologies; and 6) increased independent functioning and greater acceptance and appreciation of the individual within the community.

The training package has been used extensively field tested in both inservice and preservice training programs. The print series contains six Trainee Workbooks, each with an accompanying Trainer Guidelines manual that are download capable from the World Wide Web. Trainer Guidelines provide step by step training procedures and overhead transparencies complete with narrative suggestions. The Trainee Workbook includes a copy of all overhead transparencies, activities, and reference list. The downloadable print package, Building Inclusive Schools: An Instructional Series, is available from the World Wide Web as an Acrobat file (player included) at:

http://valdosta.edu/coe/ecre/modules/main.php

Four supporting video tapes are available from the authors for the cost of duplication and handling. The four videos complement and enhance the print materials. A brief description of the training modules follows.

Module 1. Collaborative teaming: Skills for communication with small planing groups. This module provides training in skills necessary for teams to solve problems and issues associated with the inclusion of a student with diverse leaning abilities into the general education environment. Skills necessary for building interdependence of teams, group functioning, and individual and group communication are included. Content includes a format for identifying and solving problems, and conflict resolution.

Module 2. Curriculum matrixing: Skills for instructional inclusion. This module develops skills necessary to integrate the IEP goals and objectives of a student with diverse learning abilities into the general education framework at both the building and classroom level. Content includes instruction in using TEAMS, an environment inventory, and a matrixing approach to ensuring instructional inclusion of students with diverse learning abilities.

Module 3. Instructional teaming (A): Skills for planning instruction. This module focuses on skills necessary to plan appropriate instruction for a student with diverse learning needs within the general education environment. Content includes guidelines for determining instructional outcomes, designing authentic assessments, and evaluating instructional performance.

Module 4. Instructional teaming (B): Skills for delivering instructional. This module focuses on skills necessary to implement and evaluate instruction for a student with diverse learning needs within the general education environment. Content includes guidelines for planning behavior change, a format for taking instructional data, and rules for making instructional decisions.

Module 5. Peer Involvement: Skills for involving nondisabled peers in the inclusive school. This module provides information on skills necessary for planning and implementing involvement of nondisabled peer in the education of students with diverse learning abilities. Content includes guidelines for planning peer involvement, a format for training peer tutors, and including students with diverse learning needs in cooperative learning groups.

Module 6. Service improvement planning Skills for determining inservice training needs. This module focuses on skills necessary for building a fully inclusive school. Content includes a format for developing a school profile, collecting school needs assessment data, and a format for developing an school action plan.