Inclusive Practices

The ICARE Schools study

The ICARE Schools study, funded by the U.S. Department of Education, Office of Special Education Programs (OSEP), focuses on the families of students with disabilities and their connections with their adolescent’s schools. Over a 4 year period, ICARE staff worked closely with middle schools and their families to unpack and describe some of the innovative approaches and strategies used by schools to engage all families in the education of students with disabilities; particularly families from culturally, linguistically, and socio-economically diverse backgrounds. A final step in the study is to develop tools that can be used by schools or family groups to better understand or improve schools for children with disabilities. The two following tools were recently presented at the 2008 Council for Exceptional Children’s Annual Convention in Boston, Massachusetts.

Talking about Transition to High School: A Focus Group Protocol for Families of Students with Disabilities

Transition to high school was a topic of high interest to families in the ICARE study. Research reinforces their concerns as “students’ experiences in their first year of high school often determine their success throughout high school and beyond” (National High School Center, 2007). The ICARE Family Focus Group Protocol was used by the ICARE School Study to engage families of middle-grades students with disabilities in a discussion of transition to high school. High school staff attended the session in order to listen, learn and guide them to relevant contacts and resources. This group protocol can be used as a tool by either a parent group or school staff to discuss the unique issues of transition to high school that students with disabilities and their families face.

Learn more about the ICARE Transition Focus Group Protocol

Kids with Cameras: An Activity for Assessing Students’ Connections to their School

Connectedness (sometimes called “school engagement” or “school bonding”) is the attachment of students to their school and the belief that the adults in the school care about them and believe in their ability to succeed.  Previous research shows that “increasing the number of students connected to school is likely to improve educational motivation, classroom engagement, academic performance, school attendance and completion rates” while decreasing “absenteeism, fighting, bullying and vandalism” (Blum, 2004).  The Kids with Cameras was used by the ICARE School Study to obtain information about what students connect with in the school and a verbal account of why each of these connections is important. Schools can use this activity to obtain this information and to reflect on what the activity communicates about the school and how the school can create more extensive and stronger connections for all students.

Learn more about the ICARE Kids with Cameras Activity

Inclusive Schools Journey

Would you like your school to be featured on the Inclusive Schools Week Web site? "Inclusive Schools Journey" is a new Web feature. Building administrators across the globe are being asked to share stories about their school’s journey toward becoming more inclusive. Each selected story will be prominently highlighted on our Web site for one month and then become partvof a growing collection of archived chronicles.

If your school's story is selected, you will have the opportunity to send photographs and a short video clip of your school engaging in some of the strategies that have contributed to your success. We will also send an email announcement to recipients of your choice (Parent Teacher Association members, school board members, etc.) announcing your school's debut.

To be considered for this feature, please email your completed form (see link below) to Kristen Layton at klayton@edc.org. Submissions will be accepted from building administrators at all grade levels.

If you are not an administrator, we urge you to encourage the principal, assistant principal, or other administrator in your building to contribute to this feature. All entries will receive an email confirmation and parties will be informed in advance their story is selected for our Web site.

Inclusive Schools Journey Entry Form (Micrsoft Word)

Champions of Inclusion

This inspiring article written by Bill Henderson, Principal of the Patrick O'Hearn Elementary School in Boston, gives numerous examples of teachers, students, parents, principals, janitors, and many others who are champions of inclusion. They connect, communicate, challenge, and collaborate appropriately when working with students who have disabilities. They are extraordinary individuals who demonstrate on a regular basis how ordinary it can be for students with disabilities to participate successfully in a wide range of activities with their peers.

Download the full article as a PDF.

Tip of the Month

"Tip of the Month" highlights practical strategies and advice that teachers, school administrators, students, and family members can use to create more inclusive homes, schools, and communities.

View the full list of 2008 tips.