Key Takeaways
1. Embrace true inclusion: All students belong to all educators
"Your Students, My Students, Our Students"
Shift mindset. True inclusion requires a fundamental shift in mindset from viewing students with disabilities as "special education students" to recognizing all students as belonging to all educators. This means moving beyond physical placement in general education classrooms to ensuring full participation and support for every student.
Eliminate labels. Labels and disability categories often lead to lowered expectations and segregated services. Instead, focus on each student's individual needs and providing appropriate supports within general education settings. Use people-first language and avoid defining students by their disabilities.
Universal design. Implement universal design for learning principles to create flexible learning environments that can accommodate diverse learners. This proactive approach benefits all students, not just those with identified disabilities. Examples include:
- Providing multiple means of representation (e.g. visual and auditory)
- Allowing multiple means of expression (e.g. writing, speaking, drawing)
- Offering multiple means of engagement (e.g. hands-on activities, technology)
2. Redefine least restrictive environment (LRE) for equitable education
"The least dangerous assumption we can make is that students will learn and that they will have amazing lives. The most dangerous assumption we can make is that students will fail."
Presume competence. Start with the assumption that all students can learn and participate meaningfully in general education settings with appropriate supports. This shifts the burden of proof away from demonstrating readiness for inclusion to identifying necessary accommodations for success.
Infused skills grid. Use an infused skills grid to map how IEP goals can be addressed throughout the school day in natural settings and routines. This tool helps teams identify authentic opportunities to work on skills within general education rather than pulling students out for isolated instruction.
Flexible supports. Move away from rigid placement decisions based on disability labels. Instead, provide a continuum of supports that can be adjusted based on individual student needs. This may include:
- In-class supports from special educators or paraprofessionals
- Assistive technology and accommodations
- Peer supports and collaborative learning structures
- Consultation between general and special educators
3. Leverage strengths of all educators through collaboration
"The axiom that the general educator knows content and the special educator knows intervention is outdated and must be changed."
Redefine roles. Move beyond the traditional division between general and special education. All educators should share responsibility for instruction, assessment, communication, leadership, and record keeping for all students. This requires redefining roles and expectations for collaborative teamwork.
Build capacity. Provide ongoing professional development to build capacity of all staff in inclusive practices. This includes training general educators in differentiation and specially designed instruction, while deepening special educators' content knowledge. Cross-train related service providers to support students within general education settings.
Common planning time. Prioritize common planning time for general and special educators to collaborate on curriculum, instruction, and individual student needs. Use this time to:
- Co-plan lessons and units
- Problem-solve challenges
- Review student data and progress
- Design accommodations and modifications
4. Implement co-teaching models for effective instruction and intervention
"In true co-teaching there is co-planning, co-instruction, co-assessment, and co-reflection."
Variety of models. Utilize different co-teaching models to meet diverse student needs, including:
- One teach, one assist
- Station teaching
- Parallel teaching
- Alternative teaching
- Team teaching
Shared responsibility. Both teachers should take active roles in planning, instruction, assessment, and classroom management. Avoid relegating the special educator to an assistant role. Instead, leverage the unique expertise of each teacher to benefit all students.
Gradual release framework. Structure co-taught lessons using the gradual release of responsibility framework:
- Focused instruction ("I do it")
- Guided instruction ("We do it")
- Collaborative learning ("You do it together")
- Independent practice ("You do it alone")
This provides multiple opportunities for differentiation and small group instruction throughout the lesson.
5. Honor student aspirations to drive meaningful IEP goals
"Goals are something we should develop with students instead of for them."
Person-centered planning. Use person-centered planning approaches like MAPs (Making Action Plans) to identify student strengths, interests, and aspirations. Start with the student's vision for their future to drive goal-setting and transition planning.
Meaningful goals. Develop IEP goals that are relevant to the student's aspirations and will make a meaningful difference in their life. Move beyond isolated skill development to focus on how skills can be applied in authentic contexts.
Student voice. Actively involve students in the IEP process from an early age. Teach self-advocacy skills and provide opportunities for students to lead their own IEP meetings. Use tools like:
- Student-led IEPs
- One-page profiles
- Goal attainment scales
6. Conduct equity audits to identify and address barriers to inclusion
"Equity audits can reveal uncomfortable truths about schools and the perceptions of students, teachers, families, and community members."
Systematic review. Conduct regular equity audits to examine policies, practices, and outcomes related to inclusion. Look at data on:
- Placement decisions
- Disciplinary actions
- Access to advanced courses
- Extracurricular participation
- Post-school outcomes
Multiple perspectives. Gather input from diverse stakeholders including students, families, educators, and community members. Use surveys, focus groups, and individual interviews to capture a range of experiences and perceptions.
Action planning. Use audit results to develop concrete action plans for addressing inequities. Set measurable goals, identify responsible parties, and establish timelines for implementation. Regularly review progress and adjust strategies as needed.
7. Relentlessly pursue change to realize inclusive education
"Change begins with the individual, but it doesn't end there."
Build social capital. Foster a shared vision and commitment to inclusion among all stakeholders. Develop trusting relationships and open communication channels to support collaborative problem-solving.
Systems change. Address systemic barriers to inclusion at multiple levels:
- Classroom practices
- School policies and procedures
- District resource allocation
- State and federal regulations
Continuous improvement. View inclusion as an ongoing process of growth and refinement rather than a fixed destination. Regularly evaluate progress, celebrate successes, and identify areas for continued improvement. Maintain a sense of urgency while recognizing that meaningful change takes time and sustained effort.
Last updated:
Review Summary
Your Students, My Students, Our Students receives mixed reviews, with ratings ranging from 1 to 4 stars. Readers appreciate its ideas on inclusive education and collaboration but criticize its idealistic approach. Some find it thought-provoking and valuable for special education teachers, while others argue it oversimplifies complex issues. The book is praised for addressing the divide between general and special education, but criticized for not considering practical challenges in implementation. Many reviewers acknowledge the book's good intentions but question its feasibility in real-world classrooms.