K-12

Inclusive Practices
Guide

Virginia Department of Education

Department of Special Education and Student Services,
Office of Special Education Instruction
 Copyright © 2019
Commonwealth of Virginia Department of Education
This document can be reproduced and distributed for educational purposes only.
No commercial use of this document is permitted.

Contact the Department of Special Education and Student Services prior to

adapting or modifying this document for non-commercial purposes.

Website: www.doe.virginia.gov/special_ed/index.shtml

The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, sexual orientation, age, political affiliation, veteran status,
or against otherwise qualified persons with disabilities in its programs and activities.
Table of Contents
Table of Contents........................................................................................................................................................................................................ 3

Preface .......................................................................................................................................................................................................................... 5
Virginia Department of Education ................................................................................................................................................................................................................. 5
Acknowledgements .......................................................................................................................................................................................................................................... 5

Introduction ................................................................................................................................................................................................................. 7
Purpose ................................................................................................................................................................................................................................................................ 7
Background ........................................................................................................................................................................................................................................................ 7

Inclusion ........................................................................................................................................................................................................................ 8
Defining Inclusion .............................................................................................................................................................................................................................................. 8
Table 1: Recognizing Inclusion: ........................................................................................................................................................................................................ 8
Federal and State Special Education Regulations and Inclusion............................................................................................................................................................. 9
The Role of the IEP Team ............................................................................................................................................................................................................................. 10
Benefits of Inclusive Practices ...................................................................................................................................................................................................................... 10

Inclusive Education in Practice .............................................................................................................................................................................. 12

Common Characteristics of Inclusive Schools ........................................................................................................................................................................................... 12
Quality Standards for Inclusive Schools ..................................................................................................................................................................................................... 12
Quality Standards for Inclusive School Self Assessment .......................................................................................................................................................... 15
Quality Standards for Inclusive School Self Assessment continued ....................................................................................................................................... 16
Academic Inclusion ......................................................................................................................................................................................................................................... 18
Understanding by Design (UbD) .................................................................................................................................................................................................... 18
Universal Design for Learning (UDL) ............................................................................................................................................................................................. 18
Differentiation ................................................................................................................................................................................................................................... 18
Social/Emotional Inclusion ............................................................................................................................................................................................................................ 19
Physical Inclusion ........................................................................................................................................................................................................................................... 20

Implementation Considerations in the Inclusive Setting ................................................................................................................................ 21

Virginia Department of Education 3 K-12 Inclusion Practices Guide
 Recognizing the Implementation Barriers ................................................................................................................................................................................................ 21
Providing Specially Designed Instruction ................................................................................................................................................................................................... 22
Identifying Appropriate Supplementary Aids and Services ................................................................................................................................................................... 22
Accommodations ............................................................................................................................................................................................................................................. 22
Modifications ................................................................................................................................................................................................................................................... 23
Addressing Behaviors ..................................................................................................................................................................................................................................... 23

Utilizing Assistive Technology ................................................................................................................................................................................ 24

Participating in the Accountability System ......................................................................................................................................................... 25

Facilitating Successful Transition .......................................................................................................................................................................... 25

Graduation Requirements and Diploma Options ...................................................................................................................................................................... 25
Transition Services ............................................................................................................................................................................................................................ 25
Table 2: Supporting Transition through Self Determination ................................................................................................................................................... 26

Recommendations for Implementing Inclusive Practices ............................................................................................................................... 29

Recommendation 1: ....................................................................................................................................................................................................................................... 29
Recommendation 2: ....................................................................................................................................................................................................................................... 29
Recommendation 3: ....................................................................................................................................................................................................................................... 29
Step 1: Define the Problem............................................................................................................................................................................................................. 29
Step 2: Collect and Analyze Data ................................................................................................................................................................................................... 30
Step 3: Develop a Plan ..................................................................................................................................................................................................................... 30
Step 4: Implement the Plan ............................................................................................................................................................................................................ 30
Step 5: Evaluate the Plan................................................................................................................................................................................................................. 31
Step 6: Revise the Plan..................................................................................................................................................................................................................... 31
Recommendation 4: ....................................................................................................................................................................................................................................... 31
Recommendation 5: ....................................................................................................................................................................................................................................... 31

Resources and References...................................................................................................................................................................................... 33

Books and Articles ............................................................................................................................................................................................................................. 33
References ........................................................................................................................................................................................................................................................ 34

Virginia Department of Education 4 K-12 Inclusion Practices Guide

Preface
Virginia Department of Education
As educators, finding methods to meet the academic needs of students with
disabilities can be challenging, particularly in school divisions and regions James F. Lane, Ed.D.,
with limited resources. Inclusive education has proven effective in promoting Superintendent of Public Instruction
positive student outcomes through strategies that focus on fully engaging all
students regardless of their disabilities or other learning challenges. Inclusive Samantha Hollins, Ph.D.,
education, as required in federal and state regulations, encompasses Assistant Superintendent, Special Education and Student Services
practices that concentrate on creating meaningful access to instruction for all Patricia Abrams, Ed.D.,
students across academic, social, and physical environments. Director, Special Education Instructional Services

Teresa Lee, Ed.D.,

At the heart of this guide is the premise that all children can and deserve
Coordinator, Special Education Instructional Services
the right to learn and reach their highest academic potential. According
to the Individuals with Disabilities Education Improvement Act of 2004 Ellen Harrison, M.Ed.,
(IDEA 2004), extensive research and experience has demonstrated that Specialist, Emotional Disabilities
the education of children with disabilities can be made more effective with
Daniel Irwin, M.Ed.,
maintaining high expectations for students while ensuring their access to
Specialist, Autism, Intellectual Disabilities
the general education curriculum in the regular classroom as appropriate.
For many children with disabilities, this means receiving individualized Deborah Johnson, Ed. S.,
educational and behavioral supports to address students’ specific learning Specialist, Intellectual Disabilities
differences and needs.
Acknowledgements
The Virginia Department of Education (VDOE) and its Department of Special
Education and Student Services is committed to ensuring that the public The Virginia Department of Education (VDOE) wishes to acknowledge
education system is positioned to advance equitable academic outcomes by all those who provided assistance in the development and review of
providing access to learning environments that meet the needs of its diverse this guidance document, including parents, community stakeholders,
student population. This guide aligns with those efforts as it illustrates professional organizations, and Robin Pelt, M.Ed., Virginia Commonwealth
what inclusive education looks like in practice and offers support to school University Intern
divisions and parents seeking to improve outcomes for students with Primary authors and co -directors:
disabilities. It also serves as a reference to professional development and Elizabeth M. Altieri, Ph.D. and Darren W. Minarik, Ph.D .
technical assistance from the VDOE. Virginia Inclusive Practices Center at Radford University

Virginia Department of Education 5 K-12 Inclusion Practices Guide

Virginia Department of Education 6 K-12 Inclusion Practices Guide
 the total time at school from initial arrival to end of the day dismissal
Introduction and includes all instructional time plus lunch, recess, study periods, as well
as instruction in community -based educational and work settings outside
Purpose of school. Review of national LRE data reflected varying levels of
participation in the regular classroom by students with varying disabilities.
To enhance inclusive practices for students with disabilities in Virginia public The U. S. Department of Education 39th Annual Report to Congress on
schools and to assist in meeting the goals of Virginia’s Statewide Inclusion the Implementation of the Individuals with Disabilities Education Act, 2017
Action Plan, the K-12 Inclusive Practices Guide was developed. It is an reported that 62.7 percent of students, ages 6 through 21, served under
informational resource to support school divisions and parents looking to IDEA, Part B, were spending 80 percent or more of the day in regular
improve outcomes for students with disabilities by meeting their needs to education. About 14 percent were spending less than 40 percent in regular
the maximum extent possible in general education settings. Each section of education. However, almost one -half of students with intellectual disabilities
the guide provides user -friendly information and resources based on guiding (49.7%) and with multiple disabilities (46.2%), and one -third of students with
principles related to inclusive practices in the K -12 school setting. In addition, autism (33.2%), were spending less than 40 percent of the school day in
there is a supplement to this guide that addresses inclusive practices in early regular education (USDOE, 2017).
childhood preschool programs called Virginia Early Childhood Inclusion
Guidance Document. Both guides offer an overview of best practices for The percentages for time spent in regular education for students with
educating children and youth with disabilities in more inclusive educational disabilities in Virginia are comparable to federal trends. According to the
settings. These guides should be used in conjunction with the Regulations annual report to Congress, in 2016 -2017, 64.23 percent of Virginia’s
Governing Special Education Programs for Children with Disabilities in students with disabilities, ages 6 through 21, served under IDEA, Part B,
Virginia, as well as other VDOE’s special education guidance documents and were spending 80 percent or more of the day in regular education. About
resources. 11.42 percent were spending less than 40 percent in regular education. The
report also noted that in Virginia, over one -half of students with intellectual
Background disabilities (52.91%) and with multiple disabilities (52.45%), and slightly
less than one -third of students with autism (28.15%), were spending less
The Virginia Department of Education (VDOE), The State Performance than 40 percent of the school day in regular education. The students who
Plan/Annual Performance Report includes baseline data, targets, and spend less than 40 percent of their day in the general classroom may only be
improvement activities for special education indicators developed by the participating in the general classroom with their peers for non -academic
United States Department of Education as required by the Individuals activities, such as lunch and recess.
with Disabilities Education Act (IDEA). The State Performance Plan/Annual
Performance Report and Reports to the Public by Division provide state and The updated report on the implementation of IDEA is completed
division level information on the performance of students with disabilities on annually and can be found at OSEP's Annual Reports to Congress on the
all federal indicators, including achievement, graduation, and Least Restrictive Implementation of the Individuals with Disabilities Education Act (IDEA). The
Environment (LRE) and are available to the public for review. At the time report provides information on all 13 different disability categories, including
of the publication, Virginia has not shown expected progress in meeting the autism, deaf -blindness, deafness, emotional disabilities, hearing impairment,
established LRE Indicators 5 and 6 targets (school -age and preschool intellectual disability, multiple disabilities, orthopedic impairment, other
placement in the regular class) for students with disabilities. health impairment, specific learning disability, speech or language
impairment, traumatic brain injury, or visual impairment and Virginia’s
School divisions are required to report the percentage of “time spent in
additional category of developmental delay.
regular education” for students with disabilities. This figure represents

Virginia Department of Education 7 K-12 Inclusion Practices Guide

 Table 1: Recognizing Inclusion:
Inclusion What inclusion is and is not in a public school.

Defining Inclusion Inclusion is... Inclusion is not...

Currently, there is not one universally accepted definition of inclusion; the Students with disabilities attending Students with disabilities included only
definition varies in the context of theory and practice. In the 2017 Annual their neighborhood school in in grade-level cluster classrooms or
Report to the Governor by the Virginia Board for People with Disabilities chronologically age-appropriate disability-specific regional programs.
(VBPD), the Board acknowledged the difficulty of defining inclusion. general education classrooms.
Nonetheless, the VBPD shared that within the context of the LRE, IDEA
creates “a statutory preference for the provision of educational services to Students with disabilities having Students with disabilities spending every
students with disabilities in the regular education classroom. This statutory individualized and relevant learning minute in the general education
preference can only be overridden when education cannot be satisfactorily objectives aligned to state standards. classroom focusing solely on grade-
provided in that setting, even with the use of supplementary aids and level academic objectives.
services” (VBPD, 2017, p. 1). In addition, the VBPD’s report, Assessment of
Virginia’s Disability Services System: Education, noted that inclusion “is often Students with disabilities provided with Students with disabilities being
used to refer not only to the physical presence of a child with a disability in a the specially designed instruction, “mainstreamed” when seen as
regular education classroom, but also to the effective delivery of services in related services, and supports needed “ready;” and left to “sink or swim”
that classroom in a way that allows the child with a disability to be an active to succeed academically and socially, when outside of the separate special
participant of the classroom community.” (2017, p. 1) and to participate fully in school education classroom.
routines with their classmates.
For some in the field, inclusive education represents a vision for schools
where educational services support the academic and social/emotional/
Collaboratively developing and Developing and implementing an IEP
behavioral success of all students. A Guide to Planning an Inclusion Project,
implementing an IEP with a team that meets minimum compliance
developed by Virginia youth with disabilities, defines inclusion as “being part
that includes the student, family, required under law,(a process-oriented
of a group or a part of something and as learning to live together, treasuring
classroom teachers, and special approach), but is not developed
diversity; and sharing gifts and abilities.” This definition primarily considers
educators (results-oriented approach). collaboratively, and does little to
the societal aspect of inclusion. This document narrows that definition by
The IEP serves as a living document advance a student academically or
addressing inclusion within the context of the educational community.
that guides daily, weekly, and monthly functionally in the general education
Experts in the field, Villa and Thousand (2016), describe inclusive education planning to support successful setting (results-oriented approach).
as “both a vision and a practice” (p. 18). The vision of inclusive education academic and functional outcomes in
presumes that inclusion goes beyond physical presence or access to general a general education setting.
education settings. The vision presumes that all students are competent and
belong as “full and accepted members of their school community, in which A schoolwide and systemwide commitment A proposition provided for certain students
their educational setting is the same as their nondisabled peers, whenever to structures and practices integrated and certain schools or school settings
appropriate” (Stetson & Associates, 2017). into the overall mission of educating (e.g., “the inclusion student” or “the
all children. inclusion classroom/school”).

Virginia Department of Education 8 K-12 Inclusion Practices Guide

 According to the Virginia regulations, the LRE requirements are as follows:
Federal and State Special Education Regulations
and Inclusion 1. Each local educational agency shall ensure: (34 CFR 300.114)
a. that to the maximum extent appropriate, children with
The IDEA and the Virginia Regulations Governing Programs for Students disabilities, aged two to 21, inclusive, including those in public
with Disabilities do not use or define the term “inclusion.” However, the or private institutions or other care facilities, are educated with
regulations address LRE. According to the regulations, LRE means that children without disabilities; and
school divisions should educate students with disabilities in the regular b. that special classes, separate schooling, or other removal
classroom in the school they would attend if not disabled. School divisions of children with disabilities from the regular educational
must provide appropriate aids and supports (referred to as “supplementary environment occurs only if the nature or severity of the
aids and services”) and educate students with disabilities with their disability is such that education in regular classes with the
nondisabled peers unless a student’s IEP requires some other arrangement. use of supplementary aids and services cannot be achieved
The mandate is for “the maximum extent appropriate,” which means school satisfactorily.
divisions must make every effort to achieve this goal. This calls for a
2. In providing or arranging for the provision of nonacademic and
systematic, personalized and thorough inquiry into the unique educational
extracurricular services and activities, including meals, recess periods,
needs of each student with a disability. This information will be used to
and other nonacademic and extracurricular services and activities
determine the possible range of aids and supports needed to facilitate the
provided for children without disabilities, each local educational
student’s success in the regular educational environment before a more
agency shall ensure that each child with a disability participates
restrictive placement is considered.
with children without disabilities in those services and activities to
The U. S. Department of Education (USDOE), Office of Special Education and the maximum extent appropriate to the needs of the child with a
Rehabilitative Services (OSERS), Questions and Answers on Least Restrictive disability. The local educational agency shall ensure that each child
Environment (LRE) Requirements of the IDEA provide the following with a disability has the supplementary aids and services determined
clarification and guidance when implementing LRE provisions of IDEA: by the child's IEP team to be appropriate and necessary for the child
to participate in nonacademic settings. (See also 8VAC20 -81 -100 H)
• The regular classroom in the school the student would attend if not
(34 CFR 300.117)
disabled is the first placement option considered for each disabled
student before a more restrictive placement is considered. In addition, the regulations require a continuum of placements options.
These provisions state in § 22.1 -213 of the Code of Virginia; 34 CFR 300.115
• If the IEP of a student with a disability can be implemented
that the continuum shall:
satisfactorily with the provision of supplementary aids and services
in the regular classroom in the school the student would attend if 1. Include the alternative placements listed in the term "special
not disabled, that placement is the LRE placement for that student. education" at 8VAC20 -81 -10, including instruction in regular classes,
special classes, special schools, home instruction, and instruction in
• If the student’s IEP cannot be implemented satisfactorily in that
hospitals and institutions; and
environment, even with the provision of supplementary aids and
services, the regular classroom in the school the student would
2. Make provision for supplementary services (e.g., resource room
attend if not disabled is not the LRE placement for that student.
or itinerant instruction) to be provided in conjunction with regular
education class placement. The continuum includes integrated

Virginia Department of Education 9 K-12 Inclusion Practices Guide

 service delivery, which occurs when some or all goals of the 2. The child's placement is:
student's IEP, including benchmarks and objectives if required, are a. determined at least annually;
met in the general education setting with age -appropriate peers. b. based on the child's IEP; and
c. as close as possible to the child's home.
3. No single model for the delivery of services to any specific
population or category of children with disabilities is acceptable for 3. Unless the IEP of a child with a disability requires some other
meeting the requirement for a continuum of alternative placements. arrangement, the child is educated in the school that the child would
All placement decisions shall be based on the individual needs of attend if a child without a disability.
each child. 4. In selecting the LRE, consideration is given to any potential harmful
4. Local educational agencies shall document all alternatives effect on the child or on the quality of services the child needs.
considered and the rationale for choosing the selected placement. 5. A child with a disability is not removed from education in age -
5. Children with disabilities shall be served in a program with age - appropriate regular classrooms solely because of needed
appropriate peers unless it can be shown that for a particular modifications in the general curriculum.
child with a disability, the alternative placement is appropriate as If the IEP Team determines that the “least restrictive environment”
documented by the IEP. appropriate for a particular child is not the regular education classroom for
all or part of the IEP, the IEP Team must include an explanation in the IEP as
The Role of the IEP Team to why the regular education classroom is not appropriate. If the IEP Team
The Individuals with Disabilities Act (IDEA) requires that each student who is unable to agree on an appropriate placement, information on dispute
receives special education and related services have an IEP. The IEP resolution can be found on the VDOE website. Additional resources to assist
specifies the student’s individual educational needs, goals, and the special parents in the IEP process include the Virginia Family Special Education
education and related services necessary to meet those needs. The Connection and the Parent's Guide to Special Education.
regulations require that the IEP Team make placement decisions. The
required IEP Team includes the parents, general and special education Benefits of Inclusive Practices
teachers, administrators, the student, and other individuals who have The overall benefit of including students in the regular classroom and
knowledge or special expertise about the child. the school environment is the opportunity to teach all students to
The IEP Team must first consider educating a student in an inclusive setting understand and embrace human diversity. Inclusive practices create
within their neighborhood school, and removal from this setting should not meaningful opportunities for students with disabilities to contribute to
be the result of challenges associated with modifying and accommodating the school community and be included in the same academic, social, and
student needs within the general curriculum. According to the regulations extracurricular opportunities as their peers without disabilities. Additional
(8VAC20 -131), in determining the educational placement of a child with a benefits of inclusion include:
disability, including a preschool child with a disability, each local educational • increased reading achievement for students with mild disabilities
agency shall ensure that: when given specially designed instruction in an inclusive setting
with additional targeted pull -out services compared to results from
1. The placement decision is made by the IEP Team in conformity with instruction in a resource room alone (Marston, 1996),
the LRE provisions.

Virginia Department of Education 10 K-12 Inclusion Practices Guide

 • less student reliance on adults and greater utilization of peer
supports (Helmstetter, Curry, Brennan, & Sampson -Saul, 1998; Katz &
Mirenda, 2002),

• more direct instruction, improved attendance and behavior,

and increased student independence after high school (Wagner,
Newman, Cameto, & Levine, 2006),

• more growth on yearly state tests in reading and math in

comparison to other non -inclusive schools (Choi et al., 2017;
Waldron, Cole, & Majd, 2001),

• no significant difference in academic performance or report card

behavior ratings when compared to students without disabilities in
non -inclusive general education classes (Kalambouka, 2007; Sharpe,
York, & Knight, 1994), and

• opportunities for peer tutoring and support, and increased student

participation and spelling performance (Carter, Cushing, Clark, &
Kennedy, 2005; Dawson et al., 1999).

Research shows that students with disabilities included in the regular

classroom who participate in rigorous and challenging content area
instruction with appropriate services, supports and specially designed
instruction make the greatest gains in academic learning (Vaughn,
Danielson, Zumeta & Holdheide, 2015).

Virginia Department of Education 11 K-12 Inclusion Practices Guide

 Accommodations, modifications, technology, and an array of related
Inclusive Education in Practice services are incorporated within the general education setting to
meet the learning and social/emotional/physical needs of students.
Common Characteristics of Inclusive Schools • Students are taught to be self -determined and are held to high
The practice of inclusive education within the general education setting expectations for learning defined through clearly outlined
combines physical togetherness, social belonging, and high -quality teaching educational outcomes. Student learning experiences are flexible,
(Baglieri & Shapiro, 2012). Over the last 20 years, numerous researchers authentic, meaningful, accessible, and developmentally appropriate
and advocacy organizations have examined data to determine the essential (Jackson, Ryndak, & Billingsley, 2000; Janney & Snell, 2013; Kluth,
characteristics exhibited by schools that successfully implement inclusive 2017; Kurth, Lyon & Shogren, 2015; Villa & Thousand, 2003; 2016).
practices (Jackson, Ryndak, & Billingsley, 2000; Janney & Snell, 2013; Kluth,
2017; Kurth, Lyon & Shogren, 2015; Villa & Thousand, 2003; 2016). Listed Quality Standards for Inclusive Schools
below are the characteristics repeatedly identified as essential to develop In the following self -assessment tool, Stetson and Associates identify nine key
and sustain inclusive schools. quality indicators for inclusive schools. The instrument was developed to
• The school community (school personnel, families, students) has reflect evidence -based inclusive practices and is intended to be conducted
a common understanding of disability and inclusive education, through a team process to guide a review of current practices regarding
creating a culture that values openness, acceptance, respect, inclusive education. A description of each indicator is listed below.
equality, collaboration, and a celebration of diversity. 1. A Clear and Consistent Vision and Vocabulary for Inclusive Schools:
• Democratic schooling is the core of a school’s approach to planning, Without a systemwide understanding of the division’s vision for and
instruction, learning, and discipline. Self -determination skills are plans to achieve inclusion for diverse students, success is limited
valued and promoted, with the expectation that both school and progress is difficult. In addition, without a clear vision and set
personnel and students are responsible for the welfare of the school. of expectations for every school, school divisions risk a lack of
consistency from school to school and the potential for inequitable
• Leaders (administrators/teacher leaders) within the school are
opportunities for students.
change agents, valuing inclusion and taking an active and
accountable role in creating an inclusive climate that is collaborative, 2. Legislative and Accountability Standard: States receive federal
open, and supportive of risk -taking, building a professional learning funds for serving students with disabilities and must submit and be
community within the school. measured against established standards and indicators.

• Teachers and support personnel have accountable and collaborative 3. Strong Tier One Instruction: Instruction in every general education
roles, frequently within non -traditional teaching arrangements classroom must offer rich, engaging and evidence -based instruction
(co -teaching), that maximize student success through the focused on grade level standards.
implementation of an engaging, challenging, and age -appropriate 4. Student -Centered Decisions/Staffing and Scheduling: The standard
curriculum. for making decisions about a student with disabilities follows the
• Instruction is engaging, evidence -based, and data driven, using the same continuum from least to more restrictive settings and there is
principles of Universal Design for Learning (UDL), Differentiation, a clear model for ensuring that each decision is based on the needs
and Positive Behavioral Interventions and Supports (PBIS) to and capabilities of the student.
teach academic and social/behavioral skills to all students.
Virginia Department of Education 12 K-12 Inclusion Practices Guide
 5. Effective Use of Resources: Many educators believe that inclusive 8. Social Inclusion: While physical and academic inclusion are critical
practices are more costly than traditional services offered in ‘pull - for the success of students with disabilities, each school must also
out’ settings. Actually, according to Stetson, when staffing and focus on providing social inclusion opportunities with same -age
other costs are determined on the basis of student needs, staffing peers. This addresses the needs of the ‘whole child’ and has a
requirements typically decrease. significant impact on well -being, academic achievement, and post -
school success.
6. Collaboration among Educators: Effective collaboration among
general and special educators, related service personnel, and parents 9. Family and Community Engagement: As families, educators and
represents the hallmark of inclusive schools. Time and support must community members recognize the importance of inclusive practices,
be provided to increase the success of inclusion. new and authentic partnerships must be formed.

7. Specialized Support: In truly inclusive schools the needs of each Local schools and/or divisions are encouraged to complete the self -
student determine the setting in which he or she is educated. While assessment of quality indicators and use the information gleaned from the
there is a strong emphasis on providing the supports needed to document to develop the school’s action plan for inclusive practices. After
enable each student to be successful in the general education completing the self -assessment, count the total number of Xs and use the
classroom, if all options have been explored and services need to be rubric below to determine the level of implementation.
provided outside of the general education classroom for part or all
of the day, those services must meet quality standards.

Virginia Department of Education 13 K-12 Inclusion Practices Guide

 Phase Description of Stage Characteristics of Stage

Excellence: At this stage, practices reflect high levels of effectiveness Collaboration. Faculty members view themselves as members of a “seamless system”
Advanced Phase and impact for all students in inclusive environments. working together on behalf of all students.
(36 or more points) Instruction. Students with disabilities have access to the general curriculum through the
quality of what is taught and how it is taught.
Outcomes. Participation of students with disabilities in statewide assessments is five percent
above the state average.

Implementation Phase At this stage, practices are generally associated with Collaboration. Faculties possess collaborative planning skills and use structured formats to
(15-35 points) schools that have invested time and effort toward guide their meetings.
inclusive education, are experiencing some success, Instruction. Differentiated Instruction techniques are increasingly implemented for all
but still have more sophisticated or more complex learners.
practices to add. Outcomes. Teachers routinely modify classroom assessments to meet the needs of individual
students.

Initiation Phase At this stage, practices are generally associated with an Collaboration. Faculties possess basic communication and team building skills.
(0-14 points) early stage of inclusive education. Instruction. Faculty members are increasing their use of differentiated instruction techniques.
Outcomes. Post-school education, employment and independent living measures are
tracked annually.

Virginia Department of Education 14 K-12 Inclusion Practices Guide

Quality Standards for Inclusive School Self Assessment
Place a X in each box on the matrix that best describes inclusive practices in your school today.

1. Clear and Consistent Vocabulary for Inclusive 2. Legislative and Accountability Standards 3. Strong Tier 1 Instruction in All Classrooms
Schools

q Stakeholders were involved in creating a clear and q The percentage of students enrolled in special q Instruction is differentiated to accommodate diverse
consistent vision for the school. education reflects national and state incidence rates learner needs in every classroom.
q A continuum of services is maintained to eliminate (8% - 12%). q A schoolwide behavioral support system is in place
confusion over inclusive options. q Students with disabilities are educated with non- and results in a positive and respectful learning
q School leadership and faculty can articulate the disabled peers at least 80percent of the time. environment for all students.
3-Excellence

division vision regarding inclusive support. q Students with disabilities are educated on their home q Flexible grouping is evident in every classroom, thus
q Staff members feel a strong sense of shared campus. whole group instruction is not the predominant
responsibility for all students. q The achievement gap, if present, has closed method of instruction.
q Organizational structure reflects shared ownership measurably. q Tier II and Tier III interventions support the core
(e.g. there are no silos, no separate departments, q Facilities used by students with disabilities curriculum.
separate wings, etc.) (when specialized services are required) are not q Clear criterion exists for entering and exiting
q Inclusive practices are not dependent on a single stigmatizing with regard to location, appearance or interventions within MTSS.
individual or group of individuals for continuation design.
as a belief and practice.

q Staff members can articulate the main points of the q Progress is realized in aligning the percentage of q Differentiated instruction techniques are
school vision regarding inclusive support. students receiving special education services with implemented for all learners in at least two-thirds of
2-Implementation

q Staff members can articulate the benefit of inclusive regard to national and state figures (LRE). our classrooms.
support. q Movement of students with disabilities to their q Scaffolds, accommodations and modifications are
q General and Special Ed teachers have an neighborhood school is planned and in progress. used to support learning.
opportunity to participate in collaborative planning q The percentage of time students with disabilities are q Universal screening tools are used to identify and
sessions where student-centered planning is educated in the general setting is increasing. support targeted needs for students.
conducted. q Formal steps are implemented to close the q Instruction is student centered and promotes student
q School climate supports a shared responsibility for achievement gap between general education voice to enhance academic rigor and relevance.
every student. students and students with disabilities. q The school team uses data-based decision making
with ongoing progress monitoring.

q Staff members share a common understanding of q Students with disabilities who are currently not being q Teachers recognize and accept that learning
the meaning of inclusive support. educated at their home school are identified. outcomes will vary for the students they serve.
q The percentage of time each eligible student spends q Teachers understand that they are responsible for
1- Initiation

q Misconceptions about inclusion have been identified

and dispelled. in the general class is determined. implementing instructional accommodations and
q All staff members understand the importance of q Actions are begun to implement in-class support modifications as needed.
student-centered planning. options. q Teacher training supports the need for
q School personnel can articulate student differentiation.
performance on the state assessment and are aware
of any achievement gaps that exist.

Virginia Department of Education 15 K-12 Inclusion Practices Guide

Quality Standards for Inclusive School Self Assessment continued
4. Staffing & Scheduling 5. Effective Use of Resources 6. Collaboration Among Educators

q Staffing and scheduling decisions are based solely q Hiring methods are aligned with the vision of the q Faculty members view themselves as members of a
on the needs of individual students through an school. “seamless” system working together on behalf of all
objective, student-centered process. Decisions are q Practices are in place to recruit and retain highly students.
not made on the basis of labels, places or available qualified educators who are skilled in implementing q General and special education co-teachers use a
services. services for students with disabilities. variety of instructional strategies and collaborative
q Administrators and teachers know that schedules q All teachers have access to Teacher’s Editions of teaching approaches.
texts and professional development opportunities q General and special education teachers providing
3-Excellence

must be flexible as students move in and out of the

school and as individual student’s needs change relative to the division curriculum. in-class support equally share roles as appropriate.
over time. q When one-to-one paraprofessional support is q Special education teachers are welcomed in
q The times when high needs subjects are scheduled needed, it is reviewed at least annually and a plan the general classroom and are recognized as
(such as ELA) are varied throughout the day in order is developed to fade that level of support as the professionals of equal status.
to provide needed services to all students. student becomes more independent. q Faculty members are comfortable with and use
teacher-to-teacher coaching models.

q The natural proportion of students with disabilities q Each paraprofessional’s schedule reflects a q Staff members accept role sharing.
in general education classrooms (8% - 12%) is minimum of 90 percent of their day is devoted Teachers possess collaborative planning skills and
maintained if special education support is not to instructional support (as opposed to cafeteria use structured formats to guide their meetings.
provided for the whole class period or every day. monitor, playground monitor, clerical tasks). q The roles and responsibilities for each teaching
2-Implementation

q Scheduling for students with disabilities is competed q Regularly scheduled transition meetings are held partner (whether advance, in-class, or specialized
at the beginning of the master scheduling process. between sending and receiving schools to provide support) are clearly defined.
q Special education teachers and paraprofessionals for smooth transition of services for students. q Collaborative teaching/in-class support options (i.e.,
are incorporated into the schedule to minimize q Teachers and paraprofessionals recognize that co-teaching, consulting teacher)are increasing in
duplication of services and increase the pool of in- natural peer supports are preferable to adult support amount and quality.
class support providers. when this is sufficient to meet the needs of individual q Scheduling of collaborative teaching partners is
students. based on the needs of students – not on the needs of
the system.

q The first consideration for placement for students q A clear and objective criterion is used for providing q Special education personnel are assigned to grade
with disabilities is the general education class with one-to-one paraprofessional services. This practice level or subject area teams.
their age/grade peers. is only considered when the health, safety, or q Schoolwide and grade level teams meet on a
1- Initiation

q Individual student needs are determined prior to participation of the student requires it. regular basis to monitor student progress and plan
creating the master schedule. q Training is provided for paraprofessionals to instruction, enrichment and interventions.
q Hand vs. computer scheduling is used to enable them to assume their instructional roles with q Common or protected planning time is provided to
accommodate support needs of individual students. competence. teaching partners.
q Special populations teachers recognize that they q Protected planning time is provided to coordinate q Teachers have a basic understanding of the value of
may serve multiple roles throughout the day on the planning, information sharing and service delivery collaborative teaching.
basis of student needs. Their roles are no longer for students with disabilities. q Teachers who are new collaborative partners discuss
defined by location or disability category. potential roles, preferences and the importance of
equitable responsibilities.

Virginia Department of Education 16 K-12 Inclusion Practices Guide

Quality Standards for Inclusive School Self Assessment continued
7. Specialized Support 8. Social Inclusion 9. Family and Community Engagement

q Individual decisions about specialized support q Students with disabilities are viewed as members of q Families are encouraged to assist in training other
reflect student needs rather than what is available the general education classroom. parents.
on the campus. q Formalized systems are in place and effective in q Families are fully informed of the results of studies
q Special education and general education teachers promoting accepting relationships among all regarding the quality of services for students with
routinely communicate with one another and students. disabilities.
coordinate efforts to align the work in the special q Periodic evaluations document the success of the q Decisions about placement location are made on
education classroom with the general education school’s efforts toward increased social opportunities an individual student basis and not on the basis of
3-Excellence

classroom. and relationships for students with disabilities. labels.

q Placement in a specialized support setting is only q Teachers are skilled in enhancing student-to-student q Family members assist the school in evaluating the
recommended after other options are considered interactions. success of its efforts toward inclusive schools.
and deemed not appropriate to address the q All school activities include opportunities for all q The school team provides opportunities to celebrate
student’s needs. students. positive student outcomes with family, staff and
q The need for services outside of the general school partners.
classroom is reviewed often and objectively and
when appropriate, students are returned to the
general education classroom.

q Community-based instruction, when appropriate for q Teachers are developing the skills to enhance q The team recognizes that needs and capacity vary
2-Implementation

the student, especially for transition aged students, student-to-student interactions. from family to family.
is provided and the community is viewed as an q A formal peer-tutoring program is initiated. q Parents are provided with varied opportunities to
inclusive setting. q Peer interaction initiatives are initiated as develop skills and expertise in advocacy.
q Research-based instructional practices are used to appropriate (such as Circle of Friends, Peer Buddies). q Family members are selected and prepared for a role
support learning and improve outcomes for students q Students with disabilities participate with as parent trainer/parent facilitator so that they can
with disabilities. nondisabled peers in planning for increased peer develop their own expertise and confidence.
q The general education curriculum is the standard for interactions at school.
each student. Unique or non-standard curricula are
only used when necessary for the student.

q Specialized support settings provide instruction to q Students with disabilities are viewed as members of q Families are included as active partners in
small groups of students who are working on the the school community. educational decision-making.
same, or closely related, learner objectives. q There are more “shared” versus “separate” activities q The team recognizes the importance of key family
1- Initiation

q Teachers understand the importance of academic for students with disabilities. members (e.g., siblings and grandparents) in
learning time. Instructional time is not wasted or q General education students serve in the role of peer planning for meaningful family involvement.
students left idle. assistant as appropriate. q Families are provided with information about access
q Instructional tasks are age and grade appropriate. q Teachers recognize the importance of their role to the general curriculum, including examples
q Assistive technology is used effectively based on the in creating a positive climate for increased peer related to their child’s own program.
individual needs of students. interactions. q The school team expands community partnerships
to help align resources for students based on data
across all levels of support.

Virginia Department of Education 17 K-12 Inclusion Practices Guide

 recognizes the individual needs of students, making content more
Components of Inclusive accessible and inclusive.

Education Universal Design for Learning (UDL)

• Universal Design for Learning, (UDL) in planning, instruction and
Best practice in inclusive education requires simultaneous access to and assessment is a proactive approach that addresses (a) multiple
implementation of three major components: academic inclusion, social means for engaging student interest, motivation and investment
inclusion, physical inclusion (Obiakor et al., 2012). Decision making begins in what is to be learned, (b) multiple means of representing the
by considering student strengths and needs. Once these strengths and needs content to be learned, and (c) multiple means of student action and
are determined, support decisions can be made to determine how to include expression of what they know and are learning (Baglieri & Shapiro,
students. Devoting time to addressing all three of these components creates 2012; CAST, 2017; Pisha & Coyne, 2001).
environments that foster a strong sense of belonging, higher quality of life
in school, as well as higher levels of student engagement and achievement. • Benefits to Inclusion: UDL provides cognitive and physical access
Each component is discussed in more detail below. to learning. This framework for designing curriculum enables “all
individuals to gain knowledge, skills, and enthusiasm for learning.
Academic Inclusion This is accomplished by simultaneously providing rich supports for
learning and reducing barriers to the curriculum, while maintaining
Academic inclusion involves engaging diverse students in the teaching - high achievement standards for all students” (CAST, 2017). UDL
learning process of the general education classroom. It involves high principles in lesson planning and assessment reduce the need
expectations for success, age -appropriate and rigorous standards, evidence - for special accommodations and modifications for students with
based practices for planning and instruction, and IEPs written in a way that disabilities because the process proactively addresses potential
supports inclusionary practices and academic progress. student needs before anyone enters the classroom.
There are three ways to approach planning and instruction to foster
academic inclusion: Understanding by Design (UbD), Universal Design for Differentiation
Learning (UDL), and Differentiation. A brief description of these planning and • Differentiated instruction is a set of beliefs about the classroom
instructional approaches is provided below. that recognizes the individualized needs of learners and encourages
educators to react to individual needs and develop approaches to
Understanding by Design (UbD) teaching that will positively impact student learning (Tomlinson,
• Understanding by Design (UbD) is a framework for planning that 2000).
begins by thinking about the desired end goals of instruction in • Benefits to Inclusion: Differentiation teaches students and teachers
terms of the big conceptual ideas and essential questions in the that different people need different things at different times to
curriculum that students need to know (McTighe & Brown, 2005; be successful and to feel supported as a learner and community
Wiggins & McTighe, 2005). member. Differentiation requires that teachers consider each
• Benefits to Inclusion: During the planning process, the teachers learner’s instructional level, learning preferences and interests and
must consider the possible paths that students will take to learn the learning environment needs and match learning goals, materials,
content and the level of learning expected of each student. This instructional arrangements and means of assessment to those needs

Virginia Department of Education 18 K-12 Inclusion Practices Guide

 (Tomlinson, 2000). When teachers use approaches to proactively Social/Emotional Inclusion
build instruction to address diverse needs, the need for a more
Social/emotional inclusion ensures that all students have the opportunity for
reactive differentiated approach is reduced.
the development of authentic friendships with a broad range of their peers
in a variety of settings. Four strategies to support social/emotional inclusion
are outlined below.

• Addressing Perceptions of Disability—Schools need to consider

ways to address the culture of negative attitudes and perceptions
SOME about disability that lead to stigma, prejudice, and discrimination.
STUDENTS Celebrating Disability History and Awareness Month or implementing
WILL LEARN an Inclusion Day creates awareness. Encouraging a person -centered
Abstract, detailed, and approach to talking about disability that emphasizes strengths
incidental concepts
and talents rather than identifying people by labels helps address
negative perceptions (Kapitan, 2017). Bullying prevention that
MOST STUDENTS
explicitly examines the treatment of students with disabilities is
WILL LEARN beneficial. The VDOE has assembled a number of helpful strategies
More complex concepts and vocabulary,
additional facts and created a guidance document, Model Policy to Address Bullying
in Virginia’s Public Schools, which can be found on the website.
ALL STUDENTS WILL LEARN • Circle of Friends—The Circle of Friends process is highly effective in
enhancing the inclusion of students who are being included for the
first time, or who experience difficulties in school due to disability
vocabulary and select higher order concepts
or challenging behavior (Newton & Wilson, 2003). In this approach,
the team first conducts a Circle of Friends Assessment and Analysis
to see what relationships and supports are present in the child’s
A strategy in supporting UbD, UDL, and differentiation is the use of planning school and community circles, and then works to purposefully build
pyramids when lesson planning. The planning pyramid approach assumes relationships with peers across interests, connections, and activities.
“all students can learn but all students may not be ready to learn all of the • System of Peer Supports—Schools must build in daily opportunities
content covered” (Gould & Vaughn, p. 365). Teachers determine what content for small groups and pairs of peers to learn together and support
they expect all students to learn, what content most students may learn, and each other’s learning (Carter, et al., 2015). In this approach, school
what content only a few students may learn. This approach is not designed teams recruit, train, monitor and support a cadre of peer -tutors, and
to track students into one of these three levels. Rather, it creates benchmarks create a variety of tasks for tutoring so that it is not always students
for the students to achieve regardless of what might be assumed about with disabilities being helped by students without disabilities. Cross -
the learning capabilities of individual students. It demands that learning is grade peer tutoring is also encouraged. Numerous workshops on
individualized and maximized for every student in the classroom, taking how to build peer supports are available through the Inclusive
into account any accommodations or modifications necessary to maximize Schools Network.
learning opportunities.

Virginia Department of Education 19 K-12 Inclusion Practices Guide

 • Self determination skills—Fostering self -determination supports
the social and emotional well -being of students in addition to
establishing a set of skills that will lead to better postsecondary
outcomes and independence. Self -determination is defined as
“volitional actions that enable one to act as the primary causal
agent in one’s life and to maintain or improve one’s quality of
life” (Wehmeyer, 2006, p. 117). More simply, it describes a person
who is exercising the right to lead his or her own life. Many of the
skills identified in self -determined behavior, such as choice -making,
decision -making, problem solving, goal -setting, leadership, and
advocacy are necessary to achieving healthy social and emotional
inclusion in society (Field & Hoffman, 2002). The development of
these skills helps students “validate who they are and feel good
about being a person with a disability” (Ward, 1996, p.15). The I’m
determined website developed by VDOE provides resources to
assist teachers, students and parent in helping the students develop
the necessary skills associated with self -determination. Also, VDOE
provides additional resources including autism awareness resources
at the Autism Center of Excellence, as well as other disability specific In the classroom, teachers should consider the sounds, smells, lighting, and
resources on the VDOE’s website. seating options to ensure a sensory friendly setting. In addition, for
students with mobility or sensory impairments, schools must ensure access
Physical Inclusion to physically friendly spaces, events and activities. Schools should consider
Physical inclusion ensures all students have equitable access to all facilities, the physical environment outside the classroom and how it impacts student
services and activities. Students with disabilities are members of their participation in lunch, assemblies, or other school sponsored activities.
neighborhood, school, community, and general education classrooms. Examples of ways to adapt the classroom environment to address the
Leadership should ensure school facilities are in compliance with the physical needs of students with disabilities might include offering alternative
requirements of American with Disabilities Act (ADA). The ADA regulations seating and classroom arrangements, limiting visual clutter on walls, playing
require that public entities be designed, constructed, or altered to be readily soft music or reducing the noise level, or adjusting the lighting. Getting
accessible to and usable by individuals with disabilities. Section 504 and the Comfortable in the Inclusive Classroom provides additional ideas for the
ADA contain requirements related to the physical accessibility of facilities, classroom. Additional resources and videos can be found at the VCU Autism
including the removal of architectural barriers, such as providing curb cuts, Center for Excellence, including the following: Environmental Supports,
ramps, and elevators. These laws have helped make educational settings How to: Environmental Considerations – Physical Structure, How to:
more inclusive for students with disabilities. Environmental Considerations – Routines and “Classroom Architect.”

Virginia Department of Education 20 K-12 Inclusion Practices Guide

 • Perceived rigidity of funding; financial incentives for school divisions
Implementation placing students in most restrictive environments

Considerations in the •

•
Low expectations for students with disabilities

Administrative and organizational logistical issues such as scheduling

Inclusive Setting and transportation

Suggested way to address these barriers includes the following.

For participation of students with disabilities in the general education setting
to increase, there are several important areas that must be considered and • Universal Design for Learning (Israel, Ribuffo, & Smith, 2014);
addressed. An implementation plan must develop systems and processes Content Enhancement Strategies (Bulgren, Deshler, & Lenz, 2007);
that take the following areas into consideration in the inclusive classroom. differentiation strategies geared to individual learner needs
(Lawrence -Brown, 2014); embedded enrichment and remediation
Recognizing the Implementation Barriers strategies (Little, McCoach, & Reis, 2014)

One of the biggest barriers to inclusive education is how school personnel • School -wide Positive Behavior Supports (Saugi & Horner, 2006);
inadvertently think and act in isolated ways rather than working together individualized Positive Behavior Intervention and Supports (Goh &
as collaborators who share responsibility for the outcomes of all students Bambara, 2010)
(Villa & Thousand, 2003). Teachers and principals express their own lack • Inclusion Day and other awareness raising activities (Lindsay &
of knowledge and skills as a barrier. Many would like to do a better job of Edwards, 2013); creating an Inclusion Visioning team (William &
including students with disabilities but are unsure where to start or who Mary, 2015); Pilot Inclusion Projects to demonstrate success on a
to consult. Listed below are some common barriers to inclusive practices small scale first (William & Mary, 2015)
as identified from the literature, as well as from a 2017 survey of over 200
Virginia parents and teachers by Altieri and Minarik in 2017. • Choosing the best professional development methods and materials
from the plethora of information available to fit the needs of your
• Traditional ways of thinking about and delivering the curriculum, school (Jordan, Schwatz, & McGee -Richmond, 2009); creating
including “teach to the middle” and ability level tracking an ongoing professional learning community to support the
• Traditional systems of behavior management and school discipline implementation of inclusive practice. (Villa, Thousand, Nevin, &
Liston, 2005)
• Resistance to trying new ways of serving students with disabilities
in general education settings – administrators, teachers and parents • Visit/consult with schools and school divisions who have formulated
who are unaware, reluctant, or unenthusiastic about the importance a plan to be more creative with available funds (Grubb & Allen,
of including students with disabilities 2011); advocate for removal of such incentives and to add incentives
for inclusive placements (National Council on Disability, 2018)
• Lack of knowledge and training related to inclusive education
practices, providing meaningful instructional, environmental and • Adopt the Presume Competence philosophy (Biklen & Burke, 2006;
testing accommodations, and the need for providing supportive or Jorgensen, McSheehan, & Sonnenmeier, 2007); Inclusion Day
adaptive text and materials and other awareness building activities including presentations

Virginia Department of Education 21 K-12 Inclusion Practices Guide

 by students with disabilities (Lindsey & Edwards, 2011); videos for Identifying Appropriate Supplementary Aids and
inspiration are widely available; using I’m Determined materials and Services
resources An important component of special education is the provision of
• Visit/consult with schools and school divisions who have supplementary aids and services. Adequate supports should be provided
implemented effective strategies; professional development for so skill development is integrated into the general education classroom
administrators on school scheduling may be necessary activities. These supports might include assistive technology, such as
Augmentative and Alternative Communication (AAC), environmental
Providing Specially Designed Instruction modifications, visual supports, visual schedules, structured activities, small
group instruction, and instruction in self -management strategies, as well as
Specially designed instruction for students with more significant educational instructional assistant and/or paraprofessional support if necessary. These
and behavioral needs can be provided in the general education classroom supports and supplementary aids are most often known as accommodations
as long as services and supports are consistent with what is described and modifications. These terms are often used interchangeably, but they are
in the student’s IEP. The only specification in IDEA is that specially designed actually very different. A description of accommodations and modifications
instruction must be provided in the LRE. With the development of is provided below.
instructional technology and the implementation of universal design
principles that include multiple options for access and expression Accommodations
during learning, the LRE for most students will be the general education
environment. An additional benefit of this is the opportunity to prepare An accommodation makes learning accessible to the student and allows the
students with disabilities for transition to productive postsecondary life that student to demonstrate what they know. Accommodations are alterations in
reflects more accurately their schooling experiences. the way tasks are presented that allow children with a disability to complete
the same assignments as other children. Accommodations do not alter the
When making instructional decisions, the resource document, Evidence - content of assignments, give students an unfair advantage, or in the case
Based Practices for Students with Severe Disabilities, developed by The of assessments, change
Collaboration for Effective Educator, Development, Accountability and what a test measures or
Reform (CEEDAR) Center, summarizes current high -quality research on alter what the student
evidence -based practices for students with more severe disabilities in the is expected to learn.
areas of academics, daily living, social interaction, as well as in job and There are four categories
community skills. This USDOE funded -document provides user -friendly of accommodations:
examples of practices that can be implemented in a variety of settings, time/scheduling,
including the general classroom. In addition, The National Professional setting, response and
Develop Center on Autism Spectrum Disorder (NPDC) has identified 27 presentation. Examples
evidence -based -practices for supporting students with autism, but may be of accommodations
beneficial for all students with significant learning and/or behavior needs. in each category can
be found in the VDOE
Guideline for Special
Test
Accommodations

Virginia Department of Education 22 K-12 Inclusion Practices Guide

 Addressing Behaviors
Modifications According to the regulation, in the case of a child whose behavior impedes
the child’s learning or that of others, the IEP team must consider the use
A modification is a change in the course of study, standards, test
of positive behavioral interventions and supports, and other strategies, to
preparation, location, timing, scheduling, expectations, student response
address that behavior (34 CFR §§300.324(a)(2)(i) and (b)(2); and 300.320(a)
and/or other attributes which provide access for a student with a disability to
(4)). The Virginia Regulations provide that a “Functional Behavioral
participate in a course, standard, or test. It does fundamentally alter or lower
Assessment (FBA) process be used to determine the underlying cause or
the standard or expectation of the course, standard, or test. Modifications
functions of a child’s behavior that impede the learning of the child with a
are generally made in content for students with significant cognitive
disability or the learning of the child’s peers and a behavior intervention
disabilities and/or physical disabilities. Modifications involve lowering the
plan that utilizes positive behavioral interventions and support to address
level of the materials presented and/or reducing the depth and complexity
the behavior be implemented. A functional behavioral assessment may
of the content. Examples of modifications include:
include a review of existing data or new testing data or evaluation as
• Materials are adapted; texts are simplified by modifying the content determined by the IEP team.” The US Department of Education has provided
areas—simplifying vocabulary, concepts, and principles. additional discipline guidance that encourages the use of positive behavior
• Grading is subject to different standards than general education, supports to create a safe environment for all students while addressing the
such as based on IEP goals. needs of students with sufficient behavior needs. The document, Supporting and
Responding to Behavior: Evidence -Based Classroom Strategies for Teachers,
• Assignments are changed using lower level reading materials, summarizes evidence -based, positive, proactive, and responsive classroom
worksheets, and simplified vocabulary. behavior intervention and support strategies for teachers. These strategies
• Testing adaptations are used, such as lowering the reading level of should be used classroom -wide, intensified to support small group instruction,
the test. or amplified further for individual students.

The Virginia Tiered Systems of Supports (VTSS) is a data -driven decision -

Modifications to the curriculum for students with more significant learning
making framework for establishing the academic, behavioral, and social -
and behavior needs can be made in the general education setting if the IEP
emotional supports needed for a school to be an effective learning
team determines appropriate. The student will have an IEP which specifies
environment for all students. The VTSS systemic approach allows divisions,
which specific learning objectives will need modifications and will identify
schools, and communities to provide multiple levels of supports to students
how the student will be held accountable for making progress. In some
in a more effective, efficient, and clearly defined process. The VTSS aligns
cases, the student will receive educational benefit by being exposed to
academics, behavior, and social -emotional wellness into a single decision -
more of the general education curriculum than the student is being held
making framework to establish the supports needed for schools to be
accountable for or required to master. The student may be working on
effective learning environments for all students. For additional information,
objectives below grade level, but the subject should be the same as the
visit Virginia Tiered System of Support and/or Virginia Tiered Systems of
rest of the class. In addition, depending upon the nature and severity of
Supports Research and Implementation Center. In addition, a series of
the student’s disability, it may be that the student requires in -class support
modules that relate to 25 strategies of proven effectiveness are available
to be successful within the LRE. Resources have been developed at TTAC
at PBIS of Virginia as well as a series of interviews focused on Functional
Online to assist with implementing the aligned standards, making curriculum
Behavioral Assessments.
modifications, and addressing other instructional needs.

Virginia Department of Education 23 K-12 Inclusion Practices Guide

 2010; Smith & Okolo, 2010).
According to the OSERS, if needed,
Utilizing Assistive Technology AT must be provided by the school
division at no cost to the family.
In the regulations, an assistive technology (AT) device is defined as “any If the IEP Team decides that AT is
item, piece of equipment, or product system, whether acquired commercially needed for home use in order for
off the shelf, modified, or customized, that is used to increase, maintain, or the child to access FAPE, it must be
improve functional capabilities of a child with a disability.” To ensure FAPE, the provided by the school division at
need for AT must be included in the IEP and determined on a case -by - case no cost to the family as well.
basis, depending on the need of the student. Effective integration of
To assist the IEP Team in the
technology within the academic, social and physical areas of instruction may
AT determination, the AT
enhance the outcomes of students with significant behavior and academic
Consideration Guide provides a
challenges and maximize their accessibility to the general education
framework for identifying areas in
curriculum. When choosing assistive technology for students, there is a need
which a student may benefit from
to identify the technology that addresses the student’s area of identified
assistive technology. The Virginia
need. It should support the goal of instruction and support student outcome.
Assistive Technology Resource
(McHatton, & Farmer, 2010; Englert, Wu, & Zhao, 2005; Marino & Beecher,
Guide provides information
to educational teams when
considering assistive technology
as part of a student’s IEP. For
more information on AT, refer to
the Virginia Assistive Technology
System (VATS) and/or to the VDOE
Assistive Technology Resources.

Virginia Department of Education 24 K-12 Inclusion Practices Guide

Participating in the Facilitating Successful
Accountability System Transition
All students in Virginia’s Public Schools, including students with disabilities Transition planning should address academic achievement and functional
and students who are Limited English Proficient (LEP) are required to performance that will facilitate movement from school to post -school
participate in Virginia’s Assessment Program in tested grades and courses. activities such as postsecondary education, career and technical education,
Students with disabilities may take Standards of Learning tests with or integrated employment, continuing and adult education, adult services,
without accommodations, or they may be assessed through alternate or independent living, and community participation. This planning process
substitute assessments. The Standards of Learning drive the curriculum for should include an understanding of graduation requirements, diploma
all Virginia students regardless of the means of assessment. The VDOE’s options and the types of transition services that are needed.
Students with Disabilities: Guidelines for Assessment Participation provides
information on the assessment options for students with disabilities. Graduation Requirements and Diploma Options
Assessment decisions should not determine LRE. It should be noted that the There are three diploma options for all students entering the ninth grade
IEP Team determines the appropriate assessment. If appropriate, evidence in Virginia. Those options are the Advanced Studies Diploma, the Standard
for alternate assessments, such as the Virginia Alternate Assessment Diploma and Applied Studies Diploma. However, for students with
Program (VAAP) which is based on the Aligned Standards of Learning (ASOL), disabilities, a particular diploma path should not dictate the amount of time
can be collected in the general education classroom. However, in most spent in inclusive general education settings. It should be noted that in the
cases, this will require significant modification of the curriculum. If an IEP regulations, the age of eligibility for special education services continues
Team determines that a student must take an alternate assessment, the IEP for students with a disabilities who have not graduated with a standard or
Team must provide the following: advanced studies high school diploma until they have not reached their
• an explanation of why the student cannot participate in this regular 22nd birthday. Additional information is available on the VDOE website
assessment; related to graduation requirements, diploma options, substitute assessments
and credit accommodations which provide alternatives for students with
• a statement as to why the particular assessment selected is disabilities in earning the standard and verified credits required to graduate
appropriate for the student, including that the student meets the with a Standard Diploma.
criteria for the alternate assessment; and

• an explanation of how the student’s nonparticipation in the regular Transition Services

assessment will impact the child’s promotion, graduation with a According to the regulations, students with disabilities should be involved
modified standard, standard, or advanced studies diploma; or other in transition planning and have an individualized transition plan no later
matters is required. than age 14. Transition involves a “coordinated set of activities for a student
For additional informational on how the ASOLs are aligned to the SOLs and with a disability that is designed within a results -oriented process” (34 CFR
activities and resources to support the implementation of these standards 300.43). To support greater independence and inclusion in postsecondary
can be found at TTAC Online, an online resource for parents and teachers life, students need to be more directly involved in the transition process,
sponsored by VDOE to support students with disabilities. providing input regarding their post -secondary goals in employment,
education, training, and independent living. Students need to explore their

Virginia Department of Education 25 K-12 Inclusion Practices Guide

future goals and receive the necessary services and supports to foster skills Promoting self -determination should be an important element of transition
that will help them reach desired postsecondary outcomes. Good transition instruction. There are five components that inclusive schools can promote to
planning should address academic achievement and functional performance help support successful transition and build needed self -determination skills:
that will facilitate movement from school to post -school activities such (1) Know Yourself, (2) Value Yourself, (3) Plan, (4) Act, and (5) Experience
as postsecondary education, career and technical education, integrated Outcomes and Learn (Field, Hoffman, & Spezia, 1998). Table 2 provides a
employment, continuing and adult education, adult services, independent breakdown of these components and how schools can support students
living, and community participation. There are numerous opportunities to through the transition process and promote the self -determination skills that
promote and support inclusive practices throughout the transition process foster greater independence in postsecondary life.
(Field, Hoffman, and Spezia, 1998).

Table 2: Supporting Transition through Self Determination

Self-Determination Components Description Suggested School Supports

Know Yourself Awareness of needs and preferences Encourage “out-loud” thinking during inclusive instructional activities to support problem-
solving. Develop activities that help students learn their strengths, challenges, needs, and
preferences. Include these in the Transition IEP

Value Yourself Believing in your right to reach desired life Create one-pagers and develop personal goals for employment, education, training, and
goals independent living

Create mentorship programs that help students meet others who have strong self-
determination skills

Create Good Day Plans, one-pagers, or person-centered planning tools that map out goals
Plan & Act Creating an action plan to help achieve goals
and dreams for the future
and dreams Assertively communicate wants,
needs and beliefs, taking calculated risks and Involve students in determining needed transition activities and services. Have students
being persistent self-advocate, share one-pagers with general education teachers, and support increased
involvement in the IEP meeting

Have students participate in school-based or community-based inclusive transition activities

Experience Outcomes & Learn Modeling self-determination by reflecting on that allow them to learn and model self-determination skills
and learning from experiences Ask students to reflect on their positive and challenging experiences in school and then
respond to those challenges

Adapted from Field, Hoffman, and Spezia. (1998). Self-determination strategies for adolescents in transition. Austin, Texas: Pro-Ed.
Resources for teachers who are responsible for supporting transition can be found at the following sites: Transition Coalition, Center on Transition,

Virginia Department of Education 26 K-12 Inclusion Practices Guide

Transition IEP requirements, VDOE transition resources and I’m determined.

Virginia Department of Education 27 K-12 Inclusion Practices Guide

Virginia Department of Education 28 K-12 Inclusion Practices Guide
 Recommendation 2:
Recommendations for Assess the School’s Current Inclusive Practices
Implementing Inclusive There are a number of resources available to assess inclusive practices in
schools. The Virginia Department of Education, Self -Assessment of Quality

Practices Indicators for Inclusive and Collaborative School Based Practices was
designed to assist school teams in determining if their school buildings are
inclusive with collaborative settings that meet the needs of diverse learners.
This section provides recommendations for implementing school and
After completing the self -assessment, the team is asked to identify the
division -wide inclusive practices. These evidence -based recommendations
items that are priorities for change. These items then serve as the basis for
are based on the review of literature on implementing inclusive practices.
the school improvement planning that outlines specific steps to improve
collaborative and inclusive practices. It also provides useful information
Recommendation 1:
for requesting additional technical assistance. In addition, VDOE has made
Develop an Inclusive Practice Team available to school divisions a co -teaching self -assessment tool based on
The inclusion of students with disabilities in general education classrooms the quality indicators of effective co -teaching. Co -teaching is an important
necessitates collaboration between administrators, general educators, collaborative service delivery model that exists in inclusive schools. It is
special educators, parents, and related service providers in order to deliver recommended that the self -assessment be completed by administrators and
quality services to all students. In a survey of experts in the field of severe co -teaching members. For additional information about co -teaching, contact
disabilities, Jackson and colleagues reported that collaboration was often the regional Training and Technical Assistance Center (TTAC).
cited as a foundation to the implementation of inclusive education (Jackson,
Ryndak, & Billingsley, 2000). In many schools, collaboration takes the form of Recommendation 3:
co -teaching, where a general and special educator work together to deliver Develop an Action Plan for Inclusion
instruction to students with and without disabilities.
The key to any successful action plan approach is to build capacity through
school -community involvement and a strong collaborative team structure
A collaborative inclusion team structure helps develop, as well as support, a
with professional development support. A path to addressing inclusion at the
shared vision of inclusion and agreement on the evidence -based practices
school and division level is to follow the following steps to action planning.
and measures. These practices and measures are needed to implement and
assess effective inclusive practices. The Team serves as a mechanism to
Step 1: Define the Problem
support, encourage, and celebrate the hard work of implementing inclusive
education (King -Sears, Janney, & Snell, 2015). Team members collaborate Create a collaborative inclusion team at the school level with an
and support the inclusion opportunity, including parent involvement, parent - administrator, one or two general educators, a special educator, family
teacher conferences, homeschool communication book, team meetings, members/parents of students with and without disabilities, and others based
parent training, and paraprofessional training. on the school structure as described in Recommendation 1. The Team does
not have to be a new team; an existing leadership team may simply take
on the function of an Inclusive Practices Leadership Team. This Team should
identify a set of principles and beliefs that will govern a schoolwide inclusive
focus. The main function of this team is to foster the implementation of
inclusive practices schoolwide. The Team should review practices and

Virginia Department of Education 29 K-12 Inclusion Practices Guide

procedures to determine if they are consistent with the school’s mission Step 3: Develop a Plan
and ensure that all staff members are in agreement relative to inclusive The Inclusion Team develops the action plan that may include activities and
practices. The Leadership Team should help to establish policy regarding professional development opportunities to address negative perceptions
inclusive practices and identify actions the entire staff and faculty needs to and stereotypes that might exist about disability and inclusion (Inclusion
take to ensure effective implementation of policy. As challenges arise, the Day activities; Disability History and Awareness Month activities; required
Leadership Team should brainstorm possible solutions and support staff in schoolwide book study) or other areas identified in the needs assessment.
meeting those challenges. The action plan outlines details of how a school will implement effective
inclusive practices. It establishes timelines, roles of responsibility and
Step 2: Collect and Analyze Data methods/tools for monitoring and identifying success. Below is a sample of
Assess where the school is now with inclusion at the academic, social/ an action plan based on the Quality Indicators Self -Assessment.
emotional, and physical level, and then determine what is possible by
using a variety of self -assessment tools as suggested in Recommendation Step 4: Implement the Plan
2. The Team should research other inclusion success stories and challenges. The next step in the action planning process requires the school team to
These include areas such as identifying student support needs, scheduling implement the plan. Depending on the goal, the school team would be
students with disabilities into general education classes, updating IEPs, required to implement the activities or professional development for the
lesson planning, planning time, caseloads and grading. Without adequately entire division or an individual school, one grade level (K -12), one subject
addressing each area and outlining procedures for each, implementation will area (for grades 6 -12), or one co -teaching team within a grade level. Follow
not be effective. up on the action plan regularly to ensure that members are accountable for
the assigned task.

Virginia Department of Education 30 K-12 Inclusion Practices Guide

 3. Increase general educator involvement in the IEP process and
Step 5: Evaluate the Plan
active participation in the team meetings. General educators should
The team monitors and evaluates the effectiveness of the activities or participate in IEP Team meetings by sharing data about current
professional development. Monitoring the process is critical to ensuring student performance, advocating for the student by discussing
effective implementation of inclusive practices. Data must be collected in strengths and needs, in addition to paying attention to the successes
order to determine if maximum outcomes are being achieved as a result of and challenges in other settings. This information is then brought
implementing inclusive practices. Monitoring should be on -going and may back into the classroom to improve the inclusive environment. The
include student achievement data, school performance scores, LRE data, resource, General Educator Involvement in the IEP, can be helpful
results from implementation of instructional practices, student referral and increasing the participation of general education teachers in the IEP
student behavior data and/or change in stakeholder perspective data. process.

4. Student Involvement in the IEP is encouraged. Have the student

Step 6: Revise the Plan
develop a presentation that highlights strengths, interests,
Implementing inclusive practices is a dynamic and evolving process. Plans preferences, and needs. Develop a one -pager that is used to present
should be revised as needs change. As schools begin to experience success this information, and then use the one -pager throughout the year as
in implementing inclusive practices, goals will need to change. As each of an advocacy tool. Have the student get involved with the IEP in other
these goals is achieved, new ones need to be written that reflect higher ways like sending out personal invitations to team members
expectations relative to positive outcomes. to attend the meeting, helping to write a section of the Present Level
(This plan was based on Burstein et al., 2004; Dawson & Scott, 2013; Lindsay of Academic Achievement and Functional Performance, or becoming
& Edwards, 2013; Soukakou et al., 2015; Waldron & Mcleskey, 2010) more directly involved with writing annual goals and postsecondary
goals.
Recommendation 4:
Develop the IEP to Support Inclusion Recommendation 5:
Provide Ongoing Professional Development
The IEP is a tool that directly supports inclusive practices in a school by the
way it is written and implemented. There are a number of ways that schools The first professional development activities needed in schools introducing
can use the IEP to promote inclusion: inclusive practices are activities that help all members of the school team
examine their personal perceptions and the school culture as they relate to
1. Make sure special education teachers are writing a Standards -based
disability and special education. Virginia survey participants (2017) cited co -
IEP that includes goals tied to the Virginia Standards of Learning.
teaching and collaborative practice as a major factor contributing to success
2. Complete a Program Planning Matrix for each student with an IEP. where inclusion was working and most needed where inclusion was not
This tool serves as a way to map out how the student’s goals are being implemented or struggling in its implementation. Virginia’s Excellence
implemented in activities across the school day, and it also identifies in Co-Teaching Initiative provides a professional development model that
specific information about what services and strategies are used by promotes access to the general education curriculum for students with
the team to address the goals within instruction (Causton & Tracy - disabilities, recognizes effective co -teaching practices and supports teacher
Bronson, 2015). leaders. These model co -teachers have developed co -taught lesson plans
and videos that are included as Real Co-Teachers of Virginia web shops,
which are available at TTAC Online.

Virginia Department of Education 31 K-12 Inclusion Practices Guide

In addition, the Inclusive Practices webpage provides additional resources for Lawrence -Brown & Muschaweck (2013) describe the importance of
developing more inclusive school settings, including the Inclusive Practice professional development in small bursts within the team meetings geared
Partnership Projects. The Inclusive Practice Partnership Project was designed specifically to tasks and goals the team is trying to accomplish. This allows
as a staff development initiative that recognizes outstanding schools and/ teams to immediately apply what they learn. Instructional coaching is
or educators who have developed programs that could be used as a model also necessary to prepare school personnel implementation of inclusive
to ensure students with disabilities, especially those with more significant practices and long -term capacity building, as well as sustainability. Strong
academic and behavior needs, have access to inclusive education with their administrative support and visionary leadership is consistently identified
peers in general education settings. Selected school teams developed videos, as the number one factor in the success of school inclusion efforts (Villa
guidance documents, blogs and websites that are available for use as part of & Thousand, 2003). School divisions need to make sure their school
a more comprehensive professional development activity. administrators also receive professional development and support in order
to foster inclusive practices and monitor effective implementation.

Virginia Department of Education 32 K-12 Inclusion Practices Guide

Resources and References
Throughout this document, there are a number of resources and links. Kluth, P., & Danaher, S. (2011). From tutor scripts to talking sticks: 100
Although not an exhaustive list, these resources provide a good starting ways to differentiate instruction in K-12 inclusive classrooms. Baltimore,
point for school divisions looking to educate themselves and develop a plan Maryland: Brookes.
for implementing inclusive practices. In addition to these web resources,
Kluth, P. (2013). Don’t we already do inclusion? 100 ideas for improving
there is a brief list of user -friendly books that address inclusion. The
inclusive schools. Cambridge, Wisconsin: Cambridge Book Review
references used to develop this guide, found at the end of this document,
Press.
are excellent resources for a school division wanting to learn more about
inclusive practices. Murawski, W. W. (2009). Collaborative teaching in secondary schools:
Making the co-teaching marriage work! Thousand Oaks, CA: Corwin.
Books and Articles Murawski, W. W. (2010). Collaborative teaching in elementary schools:
Making the co-teaching marriage work! Thousand Oaks, CA: Corwin.
Baglieri, S., & Shapiro, A. (2017) Disability studies and the inclusive classroom:
Critical perspectives for embracing diversity in education (2nd ed). New Stainback, S. (2000). Inclusion: A guide for educators. Baltimore, MD:
York: Routledge. Brookes Publ.

Boyle, J. R., & Provost, M. C. (2012). Strategies for teaching students with Thousand, J. S., Villa, R. A., & Nevin, A. (2007). Differentiating instruction:
disabilities in inclusive classrooms: A case method approach. Boston, MA: collaborative planning and teaching for universally designed learning.
Pearson. Thousand Oaks, CA: Corwin Press, a Sage Publications Co.

Casale -Giannola, D., & Green, L. S. (2012). 41 active learning strategies for Udvari -Solner, A., & Kluth, P. (2018). Joyful learning: Active and collaborative
the inclusive classroom, grades 6-12. Thousand Oaks, CA: Corwin. strategies for inclusive classrooms. Thousand Oaks, California: Corwin, a
SAGE company.
Dieker, L. (2013). Demystifying secondary inclusion: powerful schoolwide and
classroom strategies. Port Chester, NY: Dude Publishing. Valle, J. W. & Connor, D. J. (2011). Rethinking disability: A disability studies
approach to inclusive practices. New York: McGraw Hill.
Heacox, D., & Strickland, C. A. (2012). Differentiating instruction in the regular
classroom: How to reach and teach all learners. Minneapolis, MN: Free Villa, R. A., & Thousand, J. S. (2016). The inclusive education checklist: A self-
Spirit Publishing. assessment of best practices. Naples, FL: Dude Publishing, a division of
National Professional Resources.
Janney, R., & Snell, M. E. (2013). Modifying schoolwork. Baltimore,
Maryland: Paul H. Brookes Pub. Co.
Jorgeson, C. (2018) It’s more than “just being in:” Creating authentic inclusion
for students with complex support needs. Baltimore, MD: Paul H. Brooks
Publishing Co., Inc
King -Sears, M. E., Janney, R., & Snell, M. E. (2015). Collaborative Teaming
(3rd ed.). Baltimore, MD: Paul H. Brooks Publishing Co., Inc.

Virginia Department of Education 33 K-12 Inclusion Practices Guide

Web Resources References
Baglieri, S., & Shapiro, A. (2012). Disability studies and the inclusive
Is your school inclusive? Paula Kluth: Toward Inclusive Classrooms and classroom: Critical practices for creating least restrictive attitudes. New
Communities York: Routledge.
(http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/inclusive/index.shtml)
Bulgren, J. A. (2006). Integrated content enhancement routines:
Responding to the needs of adolescents with disabilities in rigorous
Cindy Pitonyak describes the inclusion story of Montgomery County Virginia,
inclusive secondary content classes. TEACHING Exceptional Children,
a school division that has been practicing full inclusion since 1990
38(6), 54–58.
(https://vimeo.com/200213292)
Carter, E. W., Cushing, L. S., Clark, N. M., & Kennedy, C. H. (2005). Effects
Dr. Julie Causton from Syracuse University shares how to create inclusive of peer support interventions on students’ access to the general
schools for all curriculum and social interactions. Research and Practice for Persons
(https://www.youtube.com/watch?v=TVpVUEQmzxc) with Severe Disabilities, 30(1), 15 -25.
Carter, E. W., Moss, C. K., Asmus, J., Fesperman, E., Cooney, M., Brock, M.
Inclusive network by Stetson and Associates
E., … Vincent, L. B. (2015). Promoting inclusion, social connections,
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Inclusion: What, Why, and How?
(http://ttacwm.blogs.wm.edu/category/newsletter-articles/inclusion/) Causton, J. & Tracy -Bronson, C. P. (2015). The educator’s handbook for
inclusive school practices. Baltimore, MD: Brookes Publishing.
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 © 2019 Commonwealth of Virginia Department of Education

The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, sexual orientation, gender
identity, age, political affiliation, or against otherwise qualified persons with disabilities. The policy permits appropriate employment preferences for
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