Inclusion of Students with Special Needs:

Artifact Description
The inclusion artifact I included is the graded Inclusion Action Plan that I
submitted for the online EDUC 605 course. The plan format includes the
following: Current Reality, SWOT (Strengths/Weaknesses/Opportunities/
Threats) Analysis, Stakeholders, Inclusion Action Plan, and a Reflection. This
plan was created for my school that has a significant population of Deaf and
Hard of Hearing (DHH) students who use auditory aiding devices - not sign
language - to aid in their hearing. Because our students have many diverse
hearing and language needs, come from diverse socio-economic backgrounds,
and represent a range of diverse ethnic and home language environments, it
was important to create a plan that would improve our ability to move
from a predominantly self-contained model of service delivery, to a more
fully inclusive model. This plan proposes specific goals the school community
could endorse to bring about that change.

Professional Growth
Before taking this course I had had limited experience with the laws
surrounding people with disabilities. While I have worked my entire career
with special needs students included in my classrooms, I was able to deepen
my knowledge of resources available, particularly those having to do with
tolerance and acceptance. During the course of the class, I have learned
more about the legal aspect of inclusion. IDEA laws and the rights of
individuals with disabilities were more clearly defined from the readings,
discussions, and videos that the instructor provided. An emphasis on
frequent and purposeful collaboration with colleagues that is critical to
student success when inclusion is the goal was also a helpful reminder of
good inclusive practices. When regular education and special education
teachers work closely together to plan lessons, set expectations, and select

differentiation strategies, students are given the best possible coherent

instruction in the best possible environment that meets individual
needs. By the conclusion of the EDUC 605 course I have become
more convinced that Inclusion into the regular education classroom
benefits both the special needs student and the regular education
student.
Understanding and Application of Standards
INTASC # 3The teacher works with others to create environments that support individual
and collaborative learning and that encourage positive social interaction, active engagement
in learning, and self-motivation.
WI #3 Teachers understand that children learn differently. The teacher understands how
pupils differ in their approaches to learning and the barriers that impede learning and can
adapt instruction to meet the diverse needs of pupils, including those with disabilities and
exceptionalities.

From the new learning I gained as a result of this class, I am more excited
than ever to engage both families and students in their learning and the
larger school community. I have worked much harder to adapt my
instruction and materials to meet the needs of all of my students. Students
in my care have more freedom to explore, work collaboratively, and show
their learning in a variety of ways. My classroom community is stronger as
a result of this new learning.
INTASC # 8The teacher understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and their connections,
and to build skills to apply knowledge in meaningful ways.

Because students come with a variety of needs and skills, it is up to me to

create relevant learning experiences. In my Inclusion Action Plan, I tried to
look closely at our existing program through the lens of someone who was
differently abled. This has allowed me to create professional development
for teachers with teachers that help to move our program forward to
address student achievement from many angles, not just continuing to use

those strategies that are familiar and comfortable, but not necessarily
effective.
WI# 6 Teachers communicate well. The teacher uses effective verbal and nonverbal
communication techniques as well as instructional media and technology to foster active
inquiry, collaboration, and supportive interaction in the classroom.

This standard is essential to effective inclusion of students with special needs.

By being able to create supportive interactions in the classroom, I will
hopefully be working towards developing a risk-free zone where all of my
students can feel safe and accepted. This standard is also a reflection of the
Viterbo Core Values of Hospitality and Service in which all members of the
community are valued for who they are. My non-verbal communication is
sometimes much more important than the verbal for many students, as
reflected in the Viterbo Core Value of Integrity, so I must always be
cognizant of student perceptions and strive to be genuine and forthright in
all of my communications with students and families. Bringing technology
into the mix allows my students to experience a bigger and broader world,
and to be able to explore their own interests and develop their talents.

Impact on Student Learning

As a result of taking this class, my students have been exposed to a more
open and risk-free environment where differences are accepted and do not
play the starring role in student interactions. My students are caring and
considerate toward one another and have shown tremendous social growth.
Academic achievement for many students has also risen and student survey
data shows that the increase in student collaboration and teacher to teacher
collaboration has made the learning environment make more sense.
Students have become better listeners and many more students are willing
to work with partners to solve problems, create ideas, and share learning.
As a result of more variety in assessments, students are showing their
knowledge and we teachers have a much better understanding of true
intellectual abilities. Fewer disruptions have also been an added bonus to a

more inclusive classroom since transitions from class to class have been
reduced and students feel a part of the regular education classroom
community.