The Speech-Language Pathologist’s Handbook

for Inclusive School Practices

by Julie Causton, Ph.D. Syracuse University and Chelsea P. Tracy-Bronson, M.A. Syracuse University

About the Authors

Julie Causton, Ph.D.

Julie Causton, Ph.D., is an expert in creating and maintaining inclusive schools. She is Associate Professor in the Inclusive and Special Education Program, Department of Teaching and Leadership, Syracuse University. She teaches courses on inclusion, differentiation, special education law, and collaboration. Her published works have appeared in such journals as Behavioral Disorders, Equity & Excellence in Education, Exceptional Children, International Journal of Inclusive Education, Journal of Research in Childhood Education, Studies in Art Education, and TEACHING Exceptional Children. Julie also works with families, schools, and districts directly to help to create truly inclusive schools. She co-directs a summer leadership institute for school administrators focusing on issues of equity and inclusion as well as a school reform project called Schools of Promise. Her doctorate in special education is from the University of Wisconsin–Madison.

Chelsea P. Tracy-Bronson, M.A.

Chelsea P. Tracy-Bronson, M.A., is a former elementary educator who has focused her career on bringing inclusive educational opportunities to all. She is a graduate of Teachers College at Columbia University and is in the special education doctorate program at Syracuse University. She works with districts and schools to redesign services to create inclusive special education and related service provision. Her research and professional interests include inclusive school reform, special education leadership, curriculum design that allows access for all, differentiating instruction, educational technology, supporting students with significant disabilities in inclusive classrooms, and inclusive related service provision.

Rethinking Students

Presuming Competence

This chapter introduces the concept of rethinking students. Rethinking a student entails getting to know about the student and then reflecting on how you see, treat, provide services to, and work with him or her. First, we discuss how to describe students to others through student strengths and multiple intelligences. Then, we describe the concept of presumption of competence and using age-appropriate and person-first language.

Student Descriptions

Shawntell Strully is a 22-year-old who lives in her own home with roommates, attends classes at Colorado State University, volunteers on campus, travels during spring break, gets around in her own car, and speaks out on issues of concern to her. Her development reflects her unique strengths, interests, and friendships.

These two radically different descriptions of Shawntell come from two different groups of people: her parents and her teachers. It highlights the importance of understanding a student through a holistic lens of strengths rather than limitations.

Table 5.1. Examples of person-first language

Begin with Strengths

We must examine our perceptions of students to accurately support them. Our descriptors can reflect our beliefs, which in turn can impact our support strategies. By consciously rethinking how we view and describe students, we can foster a more inclusive environment where each student is seen as a capable learner.

Table 5.2. Turning lead into gold

Presume Competence

Preventing bias and misconceptions starts with the presumption of competence. All students, regardless of their labels or perceived limitations, should be viewed as capable learners. This understanding enhances the approach of educational professionals towards supporting students effectively.