The Inclusion Toolbox: Strategies and Techniques for All Teachers

Use “I” messages: When an inclusion facilitator realizes a miscommunication has occurred, it is helpful to begin a response with a statement such as “I think I misunderstood . . .” or “I am unclear on . . . .” Using an “I”

five types of co-teaching

when peers at the school understand differences, including differences in how people look, move, speak, and learn, our schools are more accepting and welcoming of all.

This chapter is also a reminder that it’s not feasible or sustainable for the inclusion facilitator to “go it alone.”

Oppression may seem like a harsh word, but it encompasses the daily acts, often done without thinking, that stigmatize and ostracize others.

Team Teaching

When teachers are interviewed about their beliefs related to co-teaching, many report positive outcomes such as gaining increased content area knowledge or skills in classroom management and developing adaptations (Austin, 2001). Administrator support of co-teaching is essential due to the time needed for collaborative planning.

support and resources for providing push-in services to a student, especially if they are new to inclusion. If providers are providing pull-out services, it is important for service times to be scheduled in consultation with the classroom teacher’s classroom activities and routines so students do not miss core instruction.

personal strengths and concerns about co-teaching rules for operating as a team logistics of co-teaching setup and administrative duties instruction communication managing student behavior evaluation