Skills
From Theory…
Katherine:
In my work with public schools across the country over the last decade, I rarely encounter administrators, educators, or family members who believe inclusive education is inherently a “bad idea.” When asked, most will affirm their belief in the philosophy of inclusive education and the values behind it—everyone can learn, and everyone belongs.
It’s thus unsurprising that the not-so-tightly-kept secret to making inclusive education work rests in the skills and competencies of teachers. In fact, positive student outcomes are most common in inclusive classrooms where students with disabilities are supported by “adaptive instruction and the collaborative consultation and cooperative teaching of special and general education teachers” (Saint Laurent, et. al, 1998; Sharma, Forlin, & Loreman, 2008).
However, even the most well-intentioned educators struggle with translating the values of inclusive education into classroom practices and often cite this as a key job stressor (He & Cooper, 2011). Pervasive narratives about “readiness for inclusion” are often misapplied to students, when really it’s the educators who do not feel “ready” to meet the needs of all learners.
Therefore, in order to curb the anxiety that, according to the Lippett-Knoster model (1991), can and does result without the skills needed to design and deliver inclusive instruction, districts like Michele’s recognize that a one-off workshop is insufficient and have invested in sustained professional development, training, and coaching for the entire district community.
…to Practice
Michele:
In reflecting on my personal and professional shift in mindset over the last 24 years as a special educator/administrator, this shift was only possible through my ongoing construction of skills and competencies.
Our district has dedicated almost 8 years to creating more inclusive schools. A critical component of our forward momentum is our recognition of the importance of building the capacity of our staff through sustained, responsive professional development. Offering a workshop one time and expecting complex change to occur is similar to “teach, test, hope for the best.”
My department began with a year of professional development surrounding the very nature of inclusion, exploring the laws and research that supported our proposed change in direction—workshops were offered to any staff member who wanted to attend.
The year following those workshops, we targeted one elementary school where we began our complex change process and provided training and coaching to the staff of that school all year long. When we realized teachers needed more support on a particular topic such as station teaching, we followed up with some targeted professional development.
Along the way, when we received questions/concerns about foreign language or physical education being accessible, targeted professional development was offered, transforming the landscape of those courses for students with disabilities.
Once all of our elementary schools had moved to more inclusive practices over the course of two years, we shifted our focus to our middle school and high school—we formed committees, conducted meetings, met with other districts, and surveyed our staff. We did not implement change all at once, but rather staggered those changes, which has been supported by a remarkable commitment to professional development.
When we realized that adolescent peers may be another key to shifting mindset, we introduced an elective course for high school students on special education and disability awareness, building the skills of student peers to become advocates and facilitators of inclusive practices throughout the school community.
Our staff and administrative team engage in collaborative and open dialogue with content supervisors and building administrators, with ongoing problem-solving and professional development with our inclusion facilitator. We circle back to our skilled staff and offer “refresher” training to reaffirm our commitment to inclusive practices.
Over time, Child Study Team members have become advocates for students with disabilities and leaders of complex change, with a deep understanding and commitment to inclusive practices. As our staff becomes more skilled and confident, success stories begin to emerge and drive the shift in mindset that sets the stage for enduring change.
Lessons Learned/Tips from the Field:
Where are the missing skills? Figuring out what people don’t know or understand allows you to design professional development around your missing skills. Professional development must be responsive.
Sometimes, the missing “skill” is a true understanding of student rights and what being “inclusive” genuinely means. Sometimes, it’s also about an educator’s understanding of what inclusive practices are, what it means to segregate students with disabilities and how closely all of this ties into civil rights.
You don’t have to have everyone “on board” philosophically. Through sustained professional development and coaching, as you build even small successes, people will come along.
Without a long-term, ongoing commitment to capacity-building through professional development, complex change will either stall, or will never begin in the first place.
Enlist future leaders and advocates. Facilitating change among peers means building their skill sets, too.
Dr. Katherine Vroman is an Inclusion Facilitator at NJCIE, collaborating with educators to promote full access, meaningful participation, and authentic belonging for students with disabilities in their schools and communities. Katherine earned her Ph.D. in Disability Studies from Syracuse University, endeavoring to translate inclusive values into on-the-ground practices to affect transformative, systemic change.
Mrs. Michele Gardner has been a public school special educator for almost 25 years and presently serves as the Director of Special Services for the Berkeley Heights School District. She is also a long-time adjunct faculty member at The College of New Jersey in the Department of Special Education, Language & Literacy. Mrs. Gardner was the 2020 recipient of the New Jersey Association of School Administrators Special Education Administrator of the Year Award and the New Jersey Coalition for Inclusive Education’s Inclusion Honors Award.
Dr. Vroman and Mrs. Gardner have been working collaboratively for several years implementing change in inclusive practices in the Berkeley Heights Public Schools.