Inclusionary Practices Handbook - K–12
Inclusionary Practices Handbook
March 2021 DRAFT
INCLUSIONARY PRACTICES HANDBOOK
March 2021 DRAFT
Glenna Gallo Assistant Superintendent of Special Education
Prepared by: ? Dr. Rebecca Lynn, OSPI Special Education Program Supervisor
rebecca.lynn@k12.wa.us ? Tania May, OSPI Director of Special Education
tania.may@k12.wa.us
Acknowledgements
OSPI is grateful to the advisory committee members whose contributions were instrumental for the
development of this handbook.
Committee Members
Name
Organization
Casey Traver
Spokane Public Schools
Dr. Cassie Martin
University of Washington, Haring Center for Inclusive Education
Chris Espeland
Association of Washington School Principals
Connie Kliewer
Northeast Washington Educational Service District 101
Dr. Cyndi Caniglia
Whitworth University
Dana Floyd
Educational Service District 105
David Green
Office of Superintendent of Public Instruction
Helene Paroff
Washington Association of School Administrators
Jennifer Acu?a
Olympic Educational Service District 114
Kristin Leslie
Special Education Technology Center
Dr. Liz Stewart
Office of Superintendent of Public Instruction
Michelle Gwinn
Spokane Public Schools
Sarah Kinsella
Special Education Technology Center
Tracy Wilson
Pasco School District
Serena Oneil
Office of Superintendent of Public Instruction
TABLE OF CONTENTS
Introduction ............................................................................................................................................................................1 Section 1: An Instructional Guide for Educators .................................................................................................... 14 Chapter 1: Collaborative Practices that Support Inclusion................................................................................. 15 Appendix 1-A: Redefining Roles and Responsibilities for Collaboration...................................................... 36 Appendix 1-B: Collaboration Self-Assessment Tool ............................................................................................. 40 Appendix 1-C: Co-Teaching Models........................................................................................................................... 42 Chapter 2: Inclusive Learning Environments............................................................................................................ 43 Appendix 2-A: Inclusive Learning Environment Educator Self-Reflection.................................................... 77 Appendix 2-B: Disability and Special Education Policy Highlights Related to Access, Equity, and Inclusion ................................................................................................................................................................................ 79 Appendix 2-C: IEP and Least Restrictive Environment ......................................................................................... 80 Appendix 2-D: Student Learning Profile ................................................................................................................... 82 Appendix 2-E: Social and Emotional Learning Student Focus .......................................................................... 84 Appendix 2-F: Standards Alignment Map ................................................................................................................ 86 Appendix 2-G: Classroom Observation Form.......................................................................................................... 87
ACTIVITY INDEX
Inclusionary Practices Self-Assessment ..................................................................................................................... 12 Inclusive Video .................................................................................................................................................................... 13 Self-Assessment of Beliefs About Inclusion ............................................................................................................. 19 Team-Building with Operational Goal Writing ....................................................................................................... 35 Alignment Reflection ........................................................................................................................................................ 66 Video Reflection ................................................................................................................................................................. 74 Technology Exploration and Reflection..................................................................................................................... 77 Inclusive Learning Environment Application ........................................................................................................... 77
INTRODUCTION
The Inclusionary Practices (IP) Handbook is an Office of Superintendent of Public Instruction (OSPI) guidance document on inclusionary practices for educators, families, and school administrators in Washington state. The handbook highlights the integration of systems in education that support inclusion, while providing detailed guidance and resources for groups that are integral for the successful inclusion of students with disabilities. The IP handbook guidance is structured into the four sections below:
Inclusionary Practices Handbook:
1. An Instructional Guide for Inclusive Educators 2. Early Childhood Inclusive Practices 3. A Family Guide to Inclusion 4. A Leadership Guide for Inclusion
The IP handbook guidance is aligned with the Washington State Inclusionary Practices Professional Development Project 1 (IPP) launched in 2019. This project involves the coordination of organizations and districts to support the inclusion of students with disabilities in general education classrooms through statewide professional development. IPP is driven by OSPI Priorities for Improving Outcomes for Students with Disabilities: Leadership, Growth Mindset, EvidenceBased Practices, Professional Development, Resource Allocation, and Recruitment and Retention (Figure 1).
Figure 1: OSPI Priorities for Improving Outcomes for Students with Disabilities
The purpose of this handbook is to provide practical guidance for teachers, schools, districts, and families on inclusionary practices in Washington state. The introduction includes the foundation of policy and research that supports the provision of inclusion in the least restrictive environment for students with disabilities. Subsequent sections will provide specific guidance on strategies for implementing inclusionary practices in preschool through age 21.
1 OSPI (2019) Inclusionary Practices Professional Development Project.
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