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Inclusive Education: Success for All Learners

Aiding Students with Learning Disabilities

Course Description

Inclusive education practices, originally associated exclusively with services for students receiving special education services, are now recognized as an essential quality characteristic for all schools and for all students. At a time when broader ranges of student diversity are enrolling in K-12 schools, when pressures for stronger teacher competencies, more positive school climates, and more effective and efficient staffing decisions impact the daily business of education, a comprehensive approach to incorporate inclusive practices is required.

This course is designed to build the competencies of educators to successfully incorporate the belief systems, effective instructional skills, new models of staffing and service delivery and authentic collaboration into their practice. When these goals are reached at a systemic level, achievement for all students in increased, teacher effectiveness is increased and a more positive culture for teaching and learning is realized.

Course Learning Objectives:

This course is designed to accomplish the following:

  1. Create a common definition of inclusive practices that facilitates district-wide consistency and clarity in implementation.
  2. Provide a framework to assist educators in understanding complex change in schools, incorporating both Adaptive and Technical aspects of change.
  3. Build a set of systems level beliefs that are necessary to successful inclusive practices, including shared responsibility for all students, an effort-based versus ability-based philosophy, and the importance of cultural proficiency in today’s schools.
  4. Provide a clear rationale for inclusive practices for all - understanding the "Why". The discussion of "why" will include the benefits of inclusive practices for students and schools, contrasts between the outcomes of inclusion and exclusion, the rise of disproportionate representation of children of color in separate instructional settings and the lifelong impact of segregated services on school and post-school success.
  5. Promote a continuum of instructional supports and services, beginning with strong Tier 1 instruction and building a more responsive and effective Multi-Tiered System of Supports for all learners.
  6. Provide a set of questions to be followed when determining the least restrictive and most appropriate decisions for individual students.
  7. Build a set of teacher competencies in providing the scaffolds and supports that enable most students to be successful in the general education classroom and curriculum.
  8. Offer a process for increasing rigor and complexity for all students who perform above grade level while increasing access and rigor for on or above grade level learning for struggling students.
  9. Establish three broad staffing options for meeting individual student needs that focus on student success and the best use of personnel resources.
  10. Provide a process for creating master schedules at each school that are responsive to student needs and create opportunities for shared planning time for staff.
  11. Increase effective use of time for teacher-to-teacher collaboration in planning and instruction.
  12. Promote student-centered planning and practices for all learners, with an emphasis on students from special populations.


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Course Presenter

Rick Wormeli

Dr. Frances Stetson is President of Stetson & Associates, Inc., an educational consulting firm specializing in supporting systems change in schools – with a focus on inclusive practices, closing the achievement gap, differentiated instruction and quality standards for instruction and leadership. She is also the Executive Director and sponsor for the Inclusive Schools Network, a website that offers free resources, blogs, and articles on emerging topics in education. This site was recognized as one of the top five resources on inclusive education.

Frances began her career as a teacher of students with visual disabilities. She has also worked for the Texas Education Agency addressing the needs of students with severe disabilities. During seven years in Washington, D.C., Dr. Stetson conducted research and national training for the US Department of Education and the Office for Civil Rights on least restrictive environment/inclusion. She also authored the first Report to Congress regarding IDEA.

After forming Stetson and Associates, Inc. in 1987, Dr. Stetson and her staff have supported thousands of school districts and state departments in implementing quality education services across the US, and in several foreign countries. Dr. Stetson is a frequent keynoter and is known for her focus on students, practical strategies, and systems change.

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