The Inclusion Toolbox: Strategies and Techniques for All Teachers

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

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.

statement allows your communication partner to respond to you without feeling defensive.

discourage simulations because (1) simulations oversimplify the disability (a simulation for a few minutes is nothing like experiencing a disability daily) and (2) simulations tend to evoke pity rather than respect and understanding.

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”

person-centered planning, such as using a Making Action Plans (MAPS) or Planning Alternative Tomorrows With Hope (PATH) planning meeting.

“professional marriage”

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.

Ask a trusted colleague for communication strategies: