A Clear and Consistent Vision and Vocabulary for Inclusive Schools

Description:

Without a system-wide understanding of the district’s vision for and plans to achieve inclusion for diverse students, success is limited and progress is difficult. In addition, without a clear vision and set of expectations for every school, school districts risk a lack of consistency from school to school and the potential for inequitable opportunities for students.
Practices:
  1. A clear and consistent vision for services for students with disabilities in inclusive settings exists for the district.
  2. Our school faculty has met to review the district vision and we have aligned our school vision and practices to it.
    OR We have developed our own vision for inclusive practices in the absence of a district vision statement.
  3. We share a common vocabulary re: services for students with disabilities and inclusive practices throughout the entire school.
  4. Our school has a continuum of service options to meet student needs with a preference for services provided in the general education classroom, whenever appropriate.
  5. Leadership and faculty articulate the main points of the school’s vision and commitment to all students.
  6. Faculty members feel a strong sense of shared responsibility for all students.
  7. The organizational structure for our school reflects shared ownership (e.g. there are no silos, no separate special education department, separate wings, etc.).
Phases of Implementation:
Excellence Phase
  • Stakeholders were involved in creating a clear and consistent vision for the school.
  • A continuum of services is maintained to eliminate confusion over inclusive options.
  • School leadership and faculty can articulate the division's vision regarding inclusive support.
  • Staff members feel a strong sense of shared responsibility for all students.
  • Organizational structure reflects shared ownership (e.g., there are no silos, no separate departments, separate wings, etc.)
  • Inclusive practices are not dependent on a single individual or group of individuals for continuation as a belief and practice.
Implementation Phase
  • Staff members can articulate the main points of the school vision regarding inclusive support.
  • Staff members can articulate the benefit of inclusive support.
  • General and Special Ed teachers have an opportunity to participate in collaborative planning sessions where student-centered planning is conducted.
  • School climate supports a shared responsibility for every student.
Initiation Phase
  • Staff members share a common understanding of the meaning of inclusive support.
  • Misconceptions about inclusion have been identified and dispelled.
  • All staff members understand the importance of student-centered planning.
Resources: (more to come)