Inclusion Portfolio

Running heading: INCLUSION PORTFOLIO

Inclusion Portfolio
SPE 575
Claudine Clark
University of Phoenix Online
Bj Forehand, Facilitator
October 12, 2009

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Philosophy of Inclusion
The question was asked is inclusion effective? The author believes inclusion is not
effective for all students. However, the author wants schools to move towards placing students in
inclusion classroom, where the student will be able to still have academic and social needs
addressed. Several items need to be reviewed prior to deciding whether or not a student should
be place in an inclusion classroom. Item one: Will the students need(s) be addressed by a trained
professional if placed in an inclusion setting? Item two: Is inclusion the Least Restrictive
Environment (LRE) for the student? Item three: Are the students short term and long term goals
being considered?
Next, training of faculty needs to be adequate and ongoing to increase the chance of
students and teachers being successful in an inclusion classroom. It only seems fair that teachers
who are asked to educate students with differing abilities receive adequate preparation, materials,
personnel supports, extra time for planning, the commitment of administration, and opportunities
to engage in a positive team approach(Putnam, 2001, p.11). Training needs to be ongoing
because the teacher may have a student with a disability yet training for the specific disability
was given. When possible the teacher should receive training prior to the student entering the
classroom. If the teacher receives training, the teacher will most likely miss days of school due to
attending a workshop. The absence of the teacher can attribute to the student not being
successful. Therefore, the author suggests workshops being conducted during the summertime.
Next, the LRE plays a major role in inclusion classrooms. At times school districts have
placed students in inclusive classroom considering it the LRE. However some students are
physically present in the classroom but not included in activities (Cohen, 2009, p. 148). The
paper work documents the student is in an inclusive classroom and the school district will feel

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progress is being made: students who are in inclusion classrooms are to be integrated or
involved fully in the key activities of the classroom and school (Cohen, 2009, p. 147).
Then, the students short term and long term goals needed to be used to determine if the
student can enter an inclusion classroom and be successful. Does the student have a continuum
service plan? The amount of time the student is out of the classroom receiving skills and training
for the continuum services can affect the amount of classroom instruction. What do we want the
student to be able to do after graduating from high school? Is post secondary education being
considered? Will life skills be more important than academic skills? The previous questions can
be determined by the students Individualized Education Program.
Classroom Management Considerations
Teachers should begin inclusion by design by thinking like engineers. Teachers should
have the ability to define the problem, think about executing a solution, and use of a flexible
approach to implement a solution. Teachers should ask themselves, What can I do to improve
this process? How can I make this process better? There are four steps. Teaches must a)
identify the problem or need; b) identify the purpose or function of the system; c) develop design
concepts and specifications and d) build, test, and evaluate their system (Dukes, 2009).
Next, the IEP document serves as a starting point for teacher collaboration in inclusive
classrooms. Educators should work together to hypothesize about potential failures. Teachers
should work on conflict regulations, and then rules should be established. Educational support
teams should work together collaboratively together to create a set of school standards that
dictate the use of empirically supported instructional methods and educational supports.
Educational support teams should encourage teachers to make informed decisions about student

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progress. Teachers should have the ability to understand the importance of ongoing data
collection, understand the function of assessment instruments and procedures, have ready access
to the data, and have the ability to interpret student progress data in all formats including visual
displays such as tables and graphs. If designed correctly, the data should let teachers know if
their methods should be continued, discontinued, or modified and there should be no question
about if inclusion is working or not (Dukes, 2009). Both teachers were successful and contribute
their abilities to understanding the importance of intentional design in inclusive classroom
settings.
The most significant disadvantage of inclusion involves social issues. For students
requiring the one on one, daily assistance of an aide in an inclusion classroom, the presence of
the adult can inhibit natural social processes of relationship building and peer acceptance and can
encourage dependence on an adult for daily functioning in the classroom. The high incidence of
intentional and unintentional attitudinal barriers, such as bullying and peer actions based on a
lack of knowledge, suggests a high level of social exclusion (Gibb, Tunbridge, & Chua, et al
2007). According to Shah (2007), students who have attended both more restrictive and inclusive
environments report that they find it easier to build friendships and social networks in a more
restrictive environment because people are more accepting. In a more restrictive environment,
since all students have a disability, no student is singled out because they have a disability.
The recent special education reforms from legislation have influenced teachers roles in
inclusive models and how prepared they view themselves as they implement them. Most general
educators felt they are ill-prepared to provide appropriate accommodations and modifications,
individualized assessments and progress monitoring all while providing access to the general
education curriculum. Special educators however, felt they needed more information on assistive

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technology, reading strategies, behavior strategies, and sequencing content. Lack of preparation
can cause inclusion to become ineffective and lead to less collaboration because of the lack of
resources made available via the administration, program preparation, or unwillingness to
collaborate (Conderman & Johnston-Rodriguez, 2009).
The article, Confusion about inclusion: patching up or system change is relevant to
inclusion and mainstreaming because the article discusses possible causes of misconception
about inclusion and mainstreaming. The article begins with the author stating a cause of
confusion between the government and school system (Wedell, 2008). Misinterpretation of
official policy terminology and current thinking of the special education society is causing
confusion. Policies about inclusion dating back 31 years when the terminology used were
integration prior to inclusion. Segregated and non-segregated students were compared and the
results revealed several dilemmas that still exist today. Students not being identified properly, the
curriculum not addressing the students needs, and the support not being provided to allow
student to function in regular education classroom. Suggestions to resolve the dilemmas included
collaboration not only with teachers and faculty members but parents and the student. Schools
are to strive to meet the five outcomes of Every Child Matters legislation which desires five
outcomes for students: be healthy, stay safe, enjoy and achieve, make positive contribution and
achieve economic well-being (Wedell, 2008). In both, inclusive and mainstreaming
collaboration is one of the key components to benefit the students and teachers. Confusion about
inclusion: patching up or system change is an article recommended reading to have a better view
on inclusion, mainstreaming, and legislation.
Next, a topic often forgotten when discussing inclusion and mainstream is friendship.
Authors Burgman and Morrison discuss how physical inclusion in a mainstream setting needs to

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develop socially. Sustaining friendships is important for all students (Burgman & Morrison,
2009). Social development is to be promoted in the classroom to help develop emotional
stability. Once a student feels safe in a classroom the student is more likely to take risk. The
focus of the study were friendships of students in a school setting, meaning of friendship for
students with disabilities, and the way students with disabilities perceive how the school
influences their relationships (Burgman & Morrison, 2009). The study showed the students
longed for friendship and once friendship were developed the students performed better in
school.
Classroom management considerations Conclusion
In a flawless world all students would be able to learn in an inclusive classroom, but
different students required different settings. Either by receiving addition services as an inclusive
student or continuum services as a mainstream student. Regardless of the setting teachers need
to be trained to adequately meet the needs of the students academically and socially. As the
authors suggested above collaboration and training are key components to providing
accommodations and modifications to reach students academic and social needs. Legislation has
been evolving to meet the evolving needs of faculty, students, and parents. As research continues
and changes implemented the likelihood for students success will improve.
Beliefs effect in classroom
The author understands everything will not all ways go according to plan. However,
being flexible, understanding, and inquisitive will benefit the student and teacher. While creating
lesson plans the author desires to include activities allowing the student with special needs to

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participate fully. Being mindful of the different learning styles and incorporating the use of
different teaching techniques will benefit all students.
Being flexible will let the author look for teachable moments. If the author has to divert
from lesson plans for a teachable moment the, flexibility will make it an easier transition.
Teachable moments can be more effective than what was in the lesson plan. With the lack of
resources currently the author has to be willing to use more personal time to plan.
Next, understanding is not only for the students benefit but school administration. The
author understands the school has limited resources and funds. But working as a team with the
special education teachers will benefit all students. Sometimes teachers can obtain valid
information from other teachers. Understanding the teachers are here for the students first and
not their personal agendas will benefit all parties involved.
Inquisitive is another characteristics the author will use in the classroom. The author will
ask questions. Questions about the students likes and dislikes will be asked by the author. Some
questions include: What are their favorite subjects? Do they like playing learning games? As well
as getting to know you activities to incorporate students personal interest in lesson to grab
their attention. Questions will also be asked of teachers and parents to help the teacher and
student.
Conclusion
The author believes success in an inclusive classroom will take place when time,
intensive training, personnel resources, materials resources, class size, and consideration of
severity of disability are addressing realistically(Putnam, 2001, p.12). Lack of training and

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confidence is causing a great downfall in educating students with special needs. As teachers if,
the information and resources are not provided by the school it is our burden to find ways to
effectively meet the students needs.
Behavior Contract
Behavior contracts are effective contracts to helps students develop good habits.
According to Childbehaviorcontracts.com, behavior contracts are to be discussed with the
student to make sure the student understands the consequences and rewards. The contract is a
reminder to the student of what is expected and what is not acceptable. By the student signing the
contract, the contract promotes the student to think twice before violating the contract. I didnt
know that, cannot be an excuse for the student.
The following is a contract to help a student name Ricky stay on task during class and not
distract others. Mrs. Jones has created a rewards program called, Classroom Hero.
Responsibilities of the Classroom Hero, includes: 1. Turn in homework assignment on time. 2.
Turn in morning seatwork on time and completed. 3. Work quietly during morning seatwork 9:30
am to 10:00 am without needing to be approached or redirected by the teacher for being off-task.
When Ricky meets the requirements of the contract, Ricky will receive a sticker for meeting the
requirements of each goal. The maximum amount of stickers earned each day is three stickers.
Rewards for earning 12 stickers allow Ricky, the following options: 1. Ten minutes of
free time at the end of the day in the classroom. 2. Ten minutes of extra playground time (with
Mr. Jenkins' class). 3. Choice of a prize from the Surprise Prize Box. If Ricky accomplishes
five perfect days by earning 3 stickers each day (Monday-Friday) an additional prize can be
drawn from the Surprise Box.

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Consequences of failing to meet the requirements of the contract vary based on the
offense. If homework is not completed Ricky will stay after school and complete the homework
assignment. Next, incomplete morning seatwork will result in Ricky missing recess completing
assignment. Then if Ricky distracts a classmate he will be responsible for answering a
questionnaire after to understand the cause of the behavior and determine ways to prevent the
distractions. Questions on the questionnaire are: 1.What was the disruptive behavior? 2. How can
you prevent from distracting others? 3. Who suffers from the distraction? 4. What would you like
to say to your classmates about your distraction? Lastly, if Ricky has to be approached by the
teacher more than five times during a morning period because he is showing distracting behavior,
he will lose a chance to earn a 'Classroom Hero' sticker the following day.
Shari Landes, author of Behavior Contracting (Writing A Behavioral Contract) states, A
behavioral contract is only as good as your willingness and ability to follow through on it and to
enforce it. The above contact will work for Ricky because the contract clearly outlines what is
expected and the consequences plus rewards of the contract being followed. The contract shows
the responsibilities of the student, parent, and teacher. When Ricky agrees to signing the contract,
Ricky acknowledges accountability for the students actions (Landes, 2009).
The targeted behaviors were determined by Rickys parents and teacher. Ricky was not
completing homework assignments given by the Mrs. Jones. Next, Ricky became a distraction to
students while completing morning seatwork. As well as Ricky, distracting others was enabling
Ricky from completing personal class work.
Classroom Hero rewards system works best for Ricky because of the rewards. Ricky
chose the rewards for complying with the contract. Rick enjoys free time and the variety of

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prizes available in the Surprise Box. Mrs. Jones and Ricky discussed the consequences and
Ricky agreed the consequences were reasonable. Ricky truly understands taking responsibility
for choices made. Grace Speare, American author says, For every action there is a reaction. For
every cause there is an effect.
Behavior Contract
Effective Dates: From 10/20/99 to 12/20/99
Mrs. Jones, the teacher, will give Ricky a sticker to put on his 'Classroom Hero' chart each time
he does one of the following:
turns in completed homework assignment on time
turns in morning seatwork assignments on time and completed

works quietly through the morning seatwork period (from 9:30 to 10:00 a.m.) without
needing to be approached or redirected by the teacher for being off-task or distracting
others

When Ricky has collected 12 stickers from Mrs. Jones, he may choose one of the following
rewards:
10 minutes of free time at the end of the day in the classroom
10 minutes of extra playground time (with Mr. Jenkins' class)

choice of a prize from the 'Surprise Prize Box'

Bonus: If Ricky has a perfect week (5 days, Monday through Friday) by earning all 3
possible stickers each day, he will be able to draw one additional prize from the 'Surprise
Prize Box'.
Penalty: If Ricky has to be approached by the teacher more than 5 times during a morning
period because he is showing distracting behavior, he will lose a chance to earn a
'Classroom Hero' sticker the following day.
The student, Ricky, helped to create this agreement. He understands and agrees to the terms of
this behavior contract.
Student Signature: ___________________________________

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The teacher, Mrs. Jones, agrees to carry out her part of this agreement. Ricky will receive
stickers when he fulfills his daily behavioral goals of completing homework and class work, and
will also be allowed to collect his reward when he has earned enough stickers for it. The teacher
will also be sure that Ricky gets his bonus prize, when earned.
Teacher Signature: ___________________________________
The parent(s) of Ricky agree to check over his homework assignments each evening to make
sure that he completes them. They will also ask Ricky daily about his work completion and
behavior at school. The parent(s) will provide Ricky with daily encouragement to achieve his
behavior contract goals. In addition, the parent(s) will sign Ricky's 'Classroom Hero' chart each
time that he brings it home with 12 stickers on it.
Parent Signature: ___________________________________

Attention /activity disorder (ADD/ADHD)

Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder (ADD/ADHD) is
a disorder that enables students to acquire necessary information to complete assignments and
participate in classroom activities. Impulsivity, inattention, and hyperactivity interfere with the
students learning. Behaviors associated with ADD/ADHD can cause the student to have
difficulty forming friendships and academics. ADD/ADHD is in the emotional and behavioral
disorder categories.
One of the main focuses is having instructional strategies, accommodations and
modifications to meet the students needs in an inclusive setting. The three pronged strategy first
step is to identify the students needs. Next, the teacher identifies what causes the student to be
hyperactive: how, why and when? Then the teacher selects different strategies that are aligned
with the Individualized Education Program (IEP).

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Another strategy is providing the student with ADD/ADHD with discrete cues that will
let the student know to get back on task. The teacher does not want to bring attention to the
student by calling out the students name. Therefore if the teacher and student have a special
indicator will prevent drawing attention to the student and embarrassing him or her.
Next, the teacher should include a variety of materials for academic success. Some of the
materials can include the use of an overhead projector and transparencies. According to United
States Department of Education, manipulatives for the student to use pertaining to the lesson can
help the student say focus. As an added bonus the student will have another point of reference
while the teacher instructions and the information has a better chance of becoming part of the
students working memory (U.S. Department of Education 2004).
With each lesson a purpose exists and a way the teacher can verify the purpose was met is
by asking questions. The questioning style of the teacher is to give the student the opportunity to
answer. A minimum of fifteen seconds should be allotted before the teacher allows another
student to answer. If the student does not answer, a classmate can answer the question but the
teacher should ask a follow up question to make student was listening and understands the
response from the classmate or teacher.
The last strategy has two steps first oral directions than written directions. The teacher
will give instruction to the whole group than specific ask the student it they know what is
expected. Then the teacher will provide the student with written directions. The written
directions will enable the student to refer back to the directions when needed. Personal written
directions can be given or the teacher can write the directions on the board.

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Previous strategies were mentioned to help the students next are modifications for the
student. Providing the student with warnings of how much time is left to complete a task will be
beneficial. For example, the teacher will tell the student how much time they have to complete
the assignment. Next the teacher will tell the students how much time is left. This will help the
student stay on task and teach time management.
The second modification is the teacher can use is provide and organizer for the student.
The organizer can outline what the student is expected to learn for the lesson. By giving the
student an organizer it is setting up a routine. Students with ADD/ADHD function better in
settings with routines. The organizer that outlines the day will help the student to focus and stay
on task. Organizer can also refer to the teacher providing the student with a template. The
template can be an outline for taking notes or modified for the particular activity.
Another modification is simplifying instruction for the student. Simplifying the
instruction is breaking information into smaller parts and presenting material that does not
change meaning. Breaking down the instruction allows for the student to take breaks while
working. The student will be given time to refocus and continue working. Plus the instruction
from the teacher is less overwhelming the student will understand they have a goal and will reach
it by the end of the lesson.
Next, the teacher needs to let the student know what is expected of the student behavior
and academics. For example, the teacher will introduce the lesson. Informing the students where
they are starting and where they plan to end. As stated above it is similar to the outline. But in
this situation the teacher discusses with the student and makes sure the student understands. The
outline can be used as a point of reference. Teachers expectations also include how the student is

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to conduct him or herself during class. Next, the teacher will remind the student to try their best
to comply with the classroom rules. The author would provide the student with a self assessment
for behavior and academics.
Sickle Cell Anemia
Sickle Cell Anemia is a hereditary disease that involves the red blood cells. The shape of
the red blood cell is sickle and interrupts the flow of blood. According to Rebecca Paterson, the
sickle shaped blood cells also known as sticky prevents some tissues receiving blood then
causing tissue damage or pain. Sickle cell anemia is predominately found in African Americans
(Patterson).
Instructing students with Sickle Cell Anemia does not vary from students without
disabilities. Sickle Cell Anemia does not affect the students ability to learn or intelligence.
However, the dilemma is the amount of school days the students missed due to medical reasons.
During instruction several accommodations to meet the students needs are preventing crisis.
One of the ways to help the student be productive is allow the student to drink water,
juice, or sports drink to remain hydrated. The teacher can permit the student to have a fluid to
keep the student hydrate. Letting the student have a drink at his or her desk will reduce the
amount of time the student will spend going to the water fountain. Because the student needs to
drink fluids the student will most likely need bathroom breaks. The teacher needs to permit the
student to go to the bathroom but encourage the student to wait for a break. Next, the teacher
needs to modify instruction to allow breaks for the student to do to bathroom.
Next, the student should not be exposed to extreme heat or cold. The student needs to
avoid temperatures above eighty five degrees Fahrenheit or below forty five degrees Fahrenheit.

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This is especially important during activities that require a lot of energy being exerted. If the
teacher has a Science experiment planned that involves being outside the teacher needs to be
mindful of the temperature. Students with Sickle Cell Anemia are able to participate in normal
and everyday activities. However, the student may need to take medicine to reduce pain.
Typically the medicine stays in the students blood stream for six hours.
As stated before students with Sickle Cell Anemia intelligence is not affected by the
disease. The students attendance in school affects the amount of instructional time the student
receives. Accommodations can include providing the student with a tutor to help reinforce the
lessons the student missed. Next, the teacher can have the lessons videotaped to be played for the
student to watch while receiving care. Another way to help the student is to provide alternative
assignments the student can complete on the same content as the class.
Alternative Assessments
Alternative assessments can be used to assess the students progress. According the
Unites States Department of Education (2003) three alternate assessments are student portfolios,
performance assessment, and checklist. Each can be used to monitor the students overall
performance.
The student portfolio is a complication of students work relevant to the teachers
objectives and goals for the student. Students portfolios are systematically created. The teacher
will include samples of work to show the students mastery of skills. Projects the student
completed, written assignments, and presentations can be included. Next, Performance
assessments are similar to test. The difference is the performance assessments are typically

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completed one on one with the teacher. Particular skills are tested based on the students needs.
As the title states it monitors the students performance.
Next, the last assessment suggested by the United Department of Education is checklist.
The checklist is a list of skills for the student to master. Checklist can be broad or narrow for the
range of mastery. Some checklist will be as simple as saying yes or no to whether the skill was
mastered. Other checklists include what percentage the student is believed to master the skill,
and whether or not the student has shown improvement.
Parent Communication
Dr. Mel Levine author of in A Mind at a Time stated, There should never be a vast
divide between school life and home life. Every kid is partly home-schooled
and every kid is partly school-homed! (All Kinds of Minds, 2006). The students learning is not
only within the school building. The parents, family members, and community members are
involved in the students education. However, the make the connection between home and school
effective communication is key. In the beginning of the school year teachers should send a letter
home outlining the expectations for the school year. Other items to be included are how teacher
and parents will communicate.
After the letter is sent home a follow up phone call should be made to the parent. At this
time the teacher can ask the parent the best way to be contacted. Some parents are able to be
contacted at work; meanwhile others would prefer an email or text about their childs progress.
Ideally the teacher and parents will have a conference in the beginning of the school year. During
this conference the teacher and parent will discuss the support needed from the home. For
example, the teacher may send home once a week a homework assignment the student will need

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to complete with a family member. Another suggestion that is used at Beverly City School is for
the student to go home and explain a lesson taught in class to their parent (BOE, 2009). If the
student is unable to retell the parent a note can be sent to the teacher to review with student
again. Parents can also share their childs interest to incorporate into class lessons as well as
continuing at home.
Next, when the teacher communicates with the parent the teacher will find something
positive to say about the student. A positive relationship between the parents and teachers will
increase the students success. The parents and teachers will work as a team. Parents and
teachers can collaborate to find effective ways to use the students strengths to strengthen their
weaknesses. The teacher can give parents the best time to contact the teacher during the school
day and vice versa.
Lastly, a weekly progress report will be sent home on Thursday. The week will run from
Thursday to Thursday. During the first week of school the progress report will be sent on
information from Monday to Thursday. By sending the progress report on Thursday reduces the
parent forgetting to respond to the teacher the following week.

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References
All Kinds of Minds (2006). Parent Tool Kit Helpful Tips. from
http://www.allkindsofminds.org/documents/Parent_Teacher.pdf Retrieved
October 12, 2009
Beverly City School Board of Education (2009). Teachers Handbook
Burgman, I. & Morrison, R., (2009). Friendship experiences among children with
disabilities who attend mainstream Australian schools. The Canadian Journal of
Occupational Therapy, 76(3), 145-153.
Child Behavior Contract, from http://childbehaviorcontracts.com/why-behaviorcontracts.html Retrieved October 3, 2009

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Cohen, M. (2009). A Guide to Special Education Advocacy. Philadelphia, PA: Jessica

Kingsley
Conderman, G. & Johnston-Rodriguez, S. (2009). Beginning Teachers Views of Their
Collaborative Roles. Preventing School Failure, 53(4), 235-244. Retrieved
September 12, 2009, from Ebscohost database.
Dukes, C. & Lamar-Dukes, P. (2009). Inclusion by Design. Teaching Exceptional
Children, 41(3), 16-23. Retrieved September 12, 2009, from Ebscohost database.
Gibb, K., Tunbridge, D., & Chua, A., & Frederickson, N. (2007). Pathways to inclusion:

moving from special school to mainstream. Educational Psychology in Practice,

23(2), 110. Retrieved September 12, 2009, from Ebscohost database.
Grace Speares Quotes from http://thinkexist.com/quotation/for_every_forcethere_is_a_counter_force-for/322728.html Retrieved October 5, 2009

Landes. S. (2009). Behavioral Contracting (Writing A Behavioral Contract), from

http://www.familyiq.com/news/writingABehavioralContract.asp
Retrieved October 3, 2009
Patterson, R. (). Sickle Cell Armenia How can I help My Students? from
http://www.arkansascsh.org/tinymce/filemanager/files/sickle_cell_anemia_school_confer
ence_2008.ppt.pdf Retrieved October 7, 2009

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Putnam, J.A. (2001). Cooperative Learning Strategies for Inclusion. York, PA: Maple
Press
United States Department of Education (2003). Tool Kit on Teaching and Assessing
Students with Disabilities from
http://www.osepideasthatwork.org/ParentKit/AltAssessFAQ.asp Retrieved
October 7, 2009
United States Department of Education (2004). Teaching Children with Attention Deficit
Hyperactivity Disorder: Instructional Strategies and Practices from
http://www.ldonline.org/article/Teaching_Children_with_Attention_Deficit_Hype
ractivity_Disorder%3A_Instructional_Strategies_and_Practices Retrieved
October 7, 2009
Vaughn, S., Bos, C., & Schumm, J.S. (2007). Teaching students who are exceptional,
diverse, and at risk (4th ed.). New York, NY: Allyn and Bacon.
Wedell, K. (2008). Confusion about inclusion: patching up or system change. British
Journal of Special Education, 35(3), 127-135.