INCLUDE MODEL

Planning Instruction by Analyzing Classroom and Student Needs

Instruction is a form of architecture. Adapting curriculum seems to be an afterthought, but should be forethought for proactive curriculum development. Effective teachers analyze classroom settings and environment in relation to student needs, both academic and social, and make accommodations and modifications to ensure success in the classroom.

Fact is, ALL teachers work with students with disabilities. Under the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) all students are allowed to participate in general education classroom practices.

“INCLUDE gives teachers a systematic process for accommodating students based on their individual needs and the classroom demands on or expectations of the teacher” (Friend & Bursuck, 152). Through INCLUDE, interactions and environments can minimize or maximize needs and teachers should (and can) reasonably accommodate students with special needs.  The two main elements are: universal design and differentiated instruction. Universal design is the idea that materials, methods, and assessments are designed to support. Differentiated instruction (which all teachers should be well-informed and use in daily practice) is the process of using a variety of strategies to meet needs in the classroom.

Lets look again at the steps of the INCLUDE strategy:

Identify classroom demands (environmental, curricular, and instructional)

• ·      Teachers should anticipate problems a student may experience. 

Note student strengths and needs (Academics, social, and physical)

Check for success

• Look for student strengths
• ·      Find something that the student can do successfully!

Look for problem areas

• ·      Look for student needs (possibly weaknesses)
• ·      Identify learning needs.
• ·      Find barriers to success, eliminate those barriers.

Use information to brainstorm

• ·      Through instructional accommodations and instructional or curricular modifications.

Differentiate instruction

• ·      Age-appropriateness
• ·      Easiest approach first
• ·      Identify a “can’t” or “won’t” issue
• ·      Give students choices
• ·      Select effective strategies

Evaluate progress through assessment.

• ·      Grades, observations, portfolios, ratings, etc.