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.
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FAQ
What's "Your Students, My Students, Our Students" about?
- Inclusive Education Focus: The book explores how to create equitable and inclusive classrooms by integrating students with disabilities into general education settings.
- Authors' Expertise: Written by Lee Ann Jung, Nancy Frey, Douglas Fisher, and Julie Kroener, it draws on their extensive experience in education and special education.
- Practical Strategies: It provides practical strategies for educators to rethink and redesign their approaches to inclusion and equity in schools.
- Systemic Change: The book emphasizes the need for systemic change in educational practices to ensure all students receive a meaningful education.
Why should I read "Your Students, My Students, Our Students"?
- Equity and Inclusion: It offers insights into creating a more equitable education system that benefits all students, including those with disabilities.
- Real-Life Examples: The book includes real-life stories and examples that illustrate the impact of inclusive practices on students' lives.
- Actionable Advice: Readers will find actionable advice and strategies that can be implemented in their own classrooms and schools.
- Broader Implications: It discusses the broader social implications of inclusive education, such as fostering a more inclusive society.
What are the key takeaways of "Your Students, My Students, Our Students"?
- Inclusive Culture: Establishing a culture of equity and inclusion is foundational for successful inclusive education.
- Collaborative Efforts: Collaboration among educators, students, and families is crucial for effective inclusion.
- Role Redefinition: The roles of general and special educators need to be redefined to support inclusive practices.
- Student-Centered Goals: Setting goals that align with students' aspirations is essential for meaningful education.
How does "Your Students, My Students, Our Students" define inclusive education?
- Equitable Access: Inclusive education is defined as providing equitable access to the general curriculum for all students, regardless of their abilities.
- Shared Responsibility: It involves shared responsibility among all educators to support every student's learning needs.
- Focus on Strengths: The approach emphasizes leveraging the strengths of all educators and students to create a supportive learning environment.
- Continuous Improvement: Inclusive education is seen as a dynamic process that requires ongoing reflection and adaptation.
What are the best quotes from "Your Students, My Students, Our Students" and what do they mean?
- "Show me your master schedule, and I'll tell you what your values are.": This quote highlights the importance of school schedules reflecting inclusive values and priorities.
- "Students with disabilities do not have 'special needs'; they have special rights.": It emphasizes the legal and moral obligation to provide equitable education to students with disabilities.
- "The least dangerous assumption we can make is that students will learn and that they will have amazing lives.": This quote encourages educators to maintain high expectations for all students.
- "Every student in the building is our student first and foremost.": It underscores the collective responsibility of all educators to support every student's learning.
How does "Your Students, My Students, Our Students" suggest implementing inclusive practices?
- Infused Skills Grid: Use tools like the infused skills grid to identify opportunities for students to work on their goals within general education settings.
- Co-Teaching Models: Implement various co-teaching models to maximize the strengths of both general and special educators.
- Role Release: Encourage role release, where specialists train general educators to implement interventions, fostering a collaborative environment.
- Student Profiles: Develop student profiles to capture essential information about students' strengths, needs, and aspirations.
What challenges does "Your Students, My Students, Our Students" identify in achieving inclusion?
- Segregated Settings: The persistence of segregated classrooms and programs that limit students' access to general education.
- Labeling and Expectations: The negative impact of labeling students, which can lower expectations and limit opportunities.
- Resource Allocation: Inequitable distribution of resources and support that hinders effective inclusion.
- Cultural Shifts: The need for a cultural shift in schools to embrace inclusion as a core value.
How does "Your Students, My Students, Our Students" address the role of educators in inclusion?
- Redefining Roles: It calls for redefining the roles of general and special educators to ensure shared responsibility for all students.
- Professional Development: Emphasizes the importance of ongoing professional development to equip educators with the skills needed for inclusive practices.
- Collaboration: Encourages collaboration among educators to share expertise and support each other's professional growth.
- Leadership: Highlights the role of school leaders in fostering an inclusive culture and supporting systemic change.
What strategies does "Your Students, My Students, Our Students" offer for setting student-centered goals?
- MAPs Process: Use the Making Action Plans (MAPs) process to engage students and their support networks in setting meaningful goals.
- Goal Attainment Scaling: Implement goal attainment scaling to measure progress on personalized goals in everyday contexts.
- Aspirational Planning: Begin aspirational planning early, focusing on students' long-term dreams and aligning educational goals accordingly.
- Student Voice: Involve students in the goal-setting process to ensure their goals are relevant and motivating.
How does "Your Students, My Students, Our Students" propose measuring progress in inclusive education?
- Goal Attainment Scales: Use goal attainment scales to provide a clear, measurable framework for tracking student progress.
- Regular Monitoring: Emphasize the importance of regular monitoring and adjustment of goals and strategies based on student progress.
- Data-Driven Decisions: Encourage data-driven decision-making to ensure interventions and supports are effective and responsive to student needs.
- Collaborative Assessment: Involve all educators in the assessment process to provide a comprehensive view of student progress.
What role do families play in "Your Students, My Students, Our Students"?
- Active Participation: Families are seen as active participants in the educational process, providing valuable insights and support.
- Communication: Effective communication with families is essential for understanding students' needs and aspirations.
- Partnerships: Building strong partnerships with families helps create a supportive network for students' success.
- Cultural Competence: Recognizing and respecting the diverse backgrounds and experiences of families is crucial for meaningful collaboration.
How does "Your Students, My Students, Our Students" envision the future of inclusive education?
- Systemic Change: The book envisions systemic change in educational practices to create truly inclusive and equitable schools.
- Empowered Educators: Educators are empowered to collaborate, innovate, and continuously improve their practices for the benefit of all students.
- Student-Centered Learning: A focus on student-centered learning that honors each student's unique strengths, needs, and aspirations.
- Inclusive Society: The ultimate goal is to foster an inclusive society where all individuals are valued and have the opportunity to succeed.
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.
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