Praise for Inclusion in Action

“This book is a useful resource for all educational teams who plan to modify instructional curriculum or students with disabilities. Eredics provides practical ideas and ready-to-use templates for making modifications that enable students to be full members and participants in their general education classrooms. This book embodies values and pedagogy, but even more practical resources teachers can really use.” —Jennifer A. Kurth, Ph.D., University of Kansas
“Inclusion in Action is an extremely practical resource that all teachers will find valuable. It is an easy to understand text that provides accurate information about inclusive education. And it is full of resources that can be immediately accessed. This book is a must for all teachers who want to provide inclusive education in their classrooms.” —Kathy Wahl, Director, Inclusion Collaborative, Santa Clara County Office of Education
“[Nicole Eredics’] international perspective and years of experience with her blog and podcasts have provided her with unique insights to the issues that teachers face within the classroom setting.” —Kathleen G. Winterman, Ed.D., Associate Professor and Program Director of the Special Education Program at Xavier University
“Inclusion in Action is primed to be a game changer for educators with how they deliver special education services in inclusive classrooms. Simple, straightforward, and immediately relevant strategies for any teacher to implement, Inclusion in Action is an instant classic that will ultimately facilitate comprehensive systems change in the United States.” —John Draper, Founder of Together We Rock!
“Inclusion in Action is the comprehensive handbook schools need to create meaningful inclusive school communities. It makes the case for inclusive practice and provides K-12 educators and administrators a detailed roadmap for getting there.” —Torrie Dunlap, CPLP,

“I often hear educators ask ‘how’ to do inclusion. This book is the ‘how’ they’ve been searching for. Every educator should have this book in their mailbox!” —Sandra Assimotos McElwee, Author of Who’s the Slow Learner? A Chronicle of Inclusion and Exclusion
“This should be a required book for all teachers, especially general education teachers! Nicole has put together a book that provides the essential elements for making inclusion a reality for all students. Few books on inclusive education are written specifically with the general education teacher in mind. Yet, they are the ones who will lead the way forward so that all students, regardless of their abilities or disabilities are educated together.” —Susan Marks, J.D., Ph.D., BCBA-D, Professor of Special Education at Northern Arizona University
“Wow! What an excellent resource for general education teachers. This book is a comprehensive guide to what inclusion is and how to ensure you can create an inclusive classroom for all students. I will be sure to share this book with teachers looking for new ideas to include their students.” —Brenda Giourmetakis, M.Ed., Supervisor of Inclusive Learning at Edmonton Public Schools
“This book provides a great foundation for educators or parents to understand the inclusion movement for students with more complex needs. Nicole provides a plethora of resources grounded in work samples for curriculum modifications to help bridge the gap for students with targeted academic needs.” —Lisa Dieker, Ph.D., University of Central Florida
“The title of this new book delivers on its promise – ‘practical’ strategies. If you are looking for lots of examples of how to include and modify for students who are working below grade level, this book is for you!” —Anne Beninghof, Consultant and Author, www.ideasforeducators.com
“Inclusion in Action: Practical Strategies to Modify Your Curriculum offers a practical and comprehensive approach to increasing inclusive practice across grades, disciplines and school communities. Nicole’s strategies and insights are clear and attainable, and hers is a resource beneficial to all educators.” —Lisa Friedman, Disability Inclusion Expert and Author of the Removing the Stumbling Block blog
“Nicole Eredics’ book is needed more now than ever before to not only address the difficulty of including students with disabilities in the Gen. classroom, but also to show schools how to make the process work with efficacy. Nicole addresses topics for promoting inclusion through building a strong foundation for inclusive school culture to addressing positive classroom management, and collaboration between teachers, specialists, paraprofessionals, parents, and volunteers and inclusive school spaces. She leaves no stone unturned. While her coverage of the components that foster an inclusive environment is thorough, possibly her best gift to the reader is her clear explanation and examples of curriculum modifications. Inclusion in Action: Practical Strategies to Modify Your Curriculum includes hundreds of tips that are practical and easily implemented as well as forms and handouts that support the inclusive process.” —

Inclusion in Action: Practical Strategies to Modify Your Curriculum

by Nicole Eredics
Baltimore·London·Sydney

About the Author

Nicole Eredics, B.Ed., Mentone, CA
Nicole Eredics is an educator who advocates for the inclusion of students with disabilities in the general education classroom. She draws upon her years of experience as a full inclusion teacher to write, speak, and consult on the topic of inclusive education to various local and national organizations. Nicole uses her unique insight and knowledge to provide practical strategies for fully including and instructing students of all abilities in the classroom. Nicole’s advocacy work also includes managing a highly successful blog, The Inclusive Class, which has been a reputable resource on the topic of inclusion for families and schools since 2011. Through the blog, Nicole disseminates information about inclusion, including more than 100 episodes of The Inclusive Class podcast, dozens of articles about inclusive education, numerous webinars, and an online introductory course to inclusion. For more information please visit www.theinclusiveclass.com. Nicole is a Canadian who traded the snow for sun and lives in Southern California.

Supporting Inclusion in the Classroom

Successful inclusion in the classroom depends on the collaboration and expertise of a range of professionals (e.g., co-teacher/special educator, paraprofessionals), not just the classroom teacher. Equally important are contributions from family and community members, who provide advice on meeting the needs of individual students (e.g., through membership on the individualized education program [IEP] team) and assist in daily classroom operations.

The Classroom Teacher

The knowledge and confidence that a general education teacher has with inclusive practice have a significant impact on the success of an inclusive learning environment (Forlin, Loreman, Sharma, & Earle, 2009). For successful inclusive education, teachers need to have some form of training in inclusive schooling. In his model for teacher preparation on inclusion, Whitworth (1999) tells us that there are three components to an effective preservice program:

1. Preservice teachers need opportunities for collaborative teaching, such as co-teaching, collaborative planning, and collaborative assessment.
2. Preservice teachers need to learn the techniques and strategies for teaching in an inclusive classroom. Teachers need to feel comfortable with providing accommodations, inclusive instruction, and modified materials.
3. Preservice teachers need practice and multiple experiences with teaching in an inclusive classroom.

Keep in mind that it takes more than a course in inclusive education to adequately prepare teachers for inclusion. Training teachers for inclusion involves sharing knowledge, shaping belief systems, mentoring, and providing actual classroom experiences. Note that the learning does not end once the training is over. Teaching is a lifelong process of learning how to best meet the needs of students, classrooms, and schools. Inclusive schools often host workshops and discussions that help teachers address questions and issues in the

The Co-Teacher

Co-teachers are teaching professionals who help support and facilitate student access to the curriculum. In most schools, co-teachers are also the special education or learning support teachers. They devote their day to helping students and teachers throughout the school.

The Paraprofessional

A paraprofessional is a trained adult whose job is to help the student(s) with disabilities. Paraprofessionals help the students access curricula and school life. In addition, some paraprofessionals provide assistance during school time with the student’s functional life skills.

Tips for teachers to establish a positive working relationship with paraprofessionals

Conclusion

In an inclusive classroom, teachers, co-teachers, paraprofessionals, families, and volunteers work together to best meet the needs of all students. Collectively, all members of the inclusive team, including peers, create a culture of belonging by modeling acceptance and respect for each person involved in the classroom. Students best benefit from classrooms that consider their social, emotional, and physical needs as well as their academic growth, so teachers use positive classroom management techniques to create a safe and supportive learning environment.