APPENDIX B
INCLUDE Resources
The INCLUDE Strategy
Part I: Class Activities
The following activities use the INCLUDE strategy throughout the length of the course. The purposes of this
exercise are to provide students with a model of a scaffolded activity during which they have opportunities to apply
collaboration techniques, consider appropriate accommodations for a student with special needs, and use the
INCLUDE strategy in a simulation. This activity provides opportunity for the groups to work both in class and on
their own. The beginning work of group formation and Step 1 are best done in class, where instructors can float and
give support. After that, consider allowing groups to meet for a short time during class when beginning each new
Step 1 of INCLUDE: (Worksheet #1)
Suggested placement in course: Chapter 4 or as you begin Chapter 5
1. To begin, assign students to small groups of three to four persons. Assigning by grade level or content area
will allow students to share ideas and work in an environment that will most closely simulate their future
2. Reassemble students in their groups. Here students will describe the typical classroom for their grade level
or content area. Provide copies of the Step 1 worksheet for students to record their work. As some students
4. After completion of Step 1 and before starting Step 2, assign a case study to each group. Case studies
covering the range of grade levels are available at the end of this appendix. Provide students with
opportunity to meet in groups to discuss their case study child and share their impressions of the child.
Step 2 of INCLUDE: (Worksheet #2)
Suggested placement in course: Chapters 5–7
1. Reassemble students in their groups. Provide copies of the Step 2 worksheet for students to record their
work.
2. As students begin their work, remind them to check their textbooks, handouts, and lecture and video notes
Steps 3 & 4 of INCLUDE: (Worksheet #3)
Suggested placement in course: after completing Chapter 8
2. As students complete the work on Step 3, remind students to refer back to their Step 1 information. In Step
3. In Step 4, they will consider the match between their instructional demands and the case study child’s
needs. In the space provided on the worksheet, students should note where case study child would need
Steps 5 & 6 of INCLUDE: (Worksheet #4)
Suggested placement in course: after completing Chapters 9 and 10
1. Reassemble students in their groups. Provide copies of the Steps 5 and 6 Worksheet for students to record
their work.
2. As students complete Step 5. Remind them of the steps in brainstorming and that this would be an
Step 7 of INCLUDE: (Worksheet #5)
Suggested placement in course: after completing Chapters 11 and 12
1. Reassemble students in their groups. Provide copies of the Step 7 Worksheet for students to record their
work.
Handout 1 The INCLUDE Strategy: An Overview
Step 1: Identify classroom demands
• Classroom organization
• Classroom grouping
Step 2: Note student’s strengths & needs
• Strengths:
Academics
Social-emotional development
Physical development
• Needs:
Step 3: Check for potential successes
• Analyze student’s strengths in view of classroom demands noted in Step 1.
• Check for activities or tasks student can do successfully without support.
Step 4: Look for potential problems
• Analyze student’s needs in view of classroom demands noted in Step 1.
Step 5: Use information gathered to brainstorm instructional accommodations
• Classroom teaching and organization
Step 6: Decide which accommodations to implement
• Select age-appropriate accommodations
Step 7: Evaluate student progress
• Explain how you will track or assess accommodation effectiveness
The INCLUDE Strategy
Handout 2 Student Information
This form may be used to summarize a student’s background information. It may be helpful to interview
the student (or his/her parents) to learn more about the student’s interests, activities, and responsibilities.
Student Age
School Grade
Identified disability or other special need
What are the student’s hobbies and interests?
What careers has the student expressed interest in?
The INCLUDE Strategy
Handout 3 Step 1: Identify classroom demands
Student Grade level
Subject area (if appropriate)
Classroom organization
Classroom grouping
The INCLUDE Strategy
Handout 4 Step 2: Note the student’s strengths and needs
Student Grade level
In Step 2, make notes about the student’s strengths and needs in each of the areas identified.
Strengths
Academics
Needs (difficulties)
Academics
The INCLUDE Strategy
Handout 5 Steps 3 & 4: Check for potential success and Look for potential problems
Student Grade level
In Step 3, analyze the student’s strengths in view of classroom demands identified in Step 1. Then, note
In Step 4, analyze the student’s possible difficulties in view of classroom demands identified in Step 1.
The INCLUDE Strategy
Handout 6 Step 5: Use information gathered to brainstorm instructional accommodations Page 1
Student Grade level
In Step 5, the group should consider the student’s potential areas of difficulty identified in Step 4. Now brainstorm
Demand: Classroom Organization
Identified Problem
Identified Problem:
Possible accommodations:
Possible accommodations:
Identified Problem:
Identified Problem:
Possible accommodations:
Possible accommodations:
The INCLUDE Strategy
Handout 6 Step 5: Use information gathered to brainstorm instructional accommodations Page 2
Student Grade level
Demand: Instructional Methods
Identified Problem:
Identified Problem:
Possible accommodations:
Possible accommodations:
Possible accommodations:
Possible accommodations:
The INCLUDE Strategy
Handout 6 Step 5: Use information gathered to brainstorm instructional accommodations Page 3
Demand: Student Evaluation
The INCLUDE Strategy
Handout 7 Step 6: Decide which accommodations to implement
Student Grade level
In Step 6, the team should select the accommodations that they agree will be first to implement. To make
the decision(s), go back to the ideas generated in Step 5. Identified the pros and cons of each from as
Demand area
Problem
Selected accommodation
Steps to prepare for and implement the accommodation:
1.
2.
3.
4.
The INCLUDE Strategy
Handout 8 Step 7: Evaluate student progress
Student Grade level
In Step 7, you should list the ways that you will track and assess the effectiveness of the strategies and
Demand area Implementation date
Problem
Accommodation
What types of information/data will be collected to track and assess the effectiveness of this
accommodation?
When will the information/data be collected (e.g., daily, weekly)?
Who will be responsible for collecting the information/data?
Case Studies: Individual Students
WO LIN
Wo Lin is an 11-year-old bilingual female who came to this country from Malaysia two years
ago. She has encountered serious learning problems resulting primarily from her physical disability, time
lost from school during surgery, and relocation to the U.S. Wo has poor circulation in her hands and feet
that causes swelling and discoloration of her fingers and toes. Extremely motivated to learn and from an
educationally ambitious family, she is keenly aware of her failure and very anxious in academic
situations. This results in further impairment of her performance.
BETSY
Betsy is a 13-year-old adolescent who is having difficulty handling schoolwork due to specific
reading problems. Because reading is hard for her, Betsy is not able to handle the demands of the content
subject areas in the seventh grade at Johnson Middle School. She has a good sense of humor, expresses
herself well, and has insight and feelings about her learning problems.
BRYCE
Bryce has delayed progress in reading, writing, and comprehension compared to his peers. He is
only capable of passing reading tests on a 1.6 reading level although he is in third grade. He is able to
complete the basic math functions, but has difficulty solving word problems. The extra one-on-one time
with Bryce has not resulted in much improvement. He is experiencing frustration and often gives up
when faced with difficult academic tasks.
ANGELA
Angela is a 12-year-old female who attends sixth grade with her peers at Baker Elementary
School. However, she was referred for special education services in first grade when she experienced
problems in reading and writing. In fifth grade, Angela’s teachers requested a follow-up evaluation.
Problems noted by her classroom teacher were disorganization, uncontrolled energy, and weakness in
writing. According to teachers, Angela tries very hard and seems to know information but has trouble
retrieving it. Angela behaves well in class and participates regularly.
CHRISTOPHER
Christopher is an 11-year-old male who attends the sixth grade with his peers in a neighborhood
elementary school. Christopher is very quiet in class and well behaved. He has good relationships with his
peers, teachers, and other school staff.
BRIAN
Brian is a 15-year-old high school student whose favorite subject is band. This is his third year in
band, and he is playing the first trumpet part along with two other students. Brian’s hobbies include
drawing, listening to music, and watching movies. He is a star player on the boys’ soccer team. His IEP
notes a significant learning disability (dyslexia).
Brian writes creatively and with an age-appropriate understanding of order and planning.
However, he writes at a slower pace than that of his classmates because he must check and recheck each
sentence as he goes along. He often does not have quite enough time to proofread a timed composition,
such as those on tests. To compensate, he often writes shorter essays and leaves out some relevant
information to be sure he finishes on time. Brian often misspells words and sometimes spells the same
word differently on the same page.
JEFF Jeff is a 15-year-old student in the ninth grade. He is identified as having a learning disability on
his IEP. His area of greatest difficulty is written expression. Jeff is a friendly, but shy, ninth grader who
enjoys NASCAR and video games. He plays on the soccer team after school, and although he isn’t a star,
his coach says that his work ethic makes him a valuable asset to the team.
Case Study: Building a Positive Social Classroom Climate
George has an emotional disability; he is often very withdrawn, but he is a perfectionist and if he makes
an error he can suddenly lose his temper and verbally or physically lash out at others or throw his
materials across the room. Constance has a moderate visual impairment; she uses large-print books.
However, her vision appears to be slowly deteriorating and she is very worried about this. Of course, in
addition to these students, Ms. Whitworth also has her other 25 students—one of whom is from a family
with a history of abuse, one of whom lost his father in an auto accident last month, and several of whom
live in extraordinary poverty. Fourteen of her students read below grade level, but two have been
identified as gifted.
Ms. Whitworth begins each school day with her students in a low-key manner designed to encourage their
interactions. Students put away their books, supplies, and lunches, and then choose an activity to be done
with a classmate. As students make choices and begin their shared tasks, she circulates among them,
asking questions that demonstrate she truly knows each student as an individual and gently guiding
stragglers into an activity. She has found that this early-morning choice is far preferable to assigned
seatwork or highly structured large-group activities. For George especially, this type of start to the school
day seems to reduce the likelihood of an early temper outburst. For John, the paired activity without the
pressure of “getting finished” lets him begin each day with a success. After about 15 minutes, the
students have transitioned from the often-chaotic tempo of their out-of-school time and into the structure
of the school day.
Ms. Whitworth uses one other strategy on a regular basis. When the inevitable fight, name-calling, or
bullying occurs, she convenes a class meeting to discuss the matter and engage the class in problem
solving. She is clear with the students that she expects them to respect each other and her and in class
meetings, the students often generate surprisingly mature explanations for what might have happened and
often-harsh consequences for the transgressors! Occasionally, Ms. Whitworth uses a class meeting to
discuss a general issue about diversity, friendship, caring, or citizenship. Ms. Pleva often participates in
planning and conducting these sessions.
Questions
1. How typical might Ms. Whitworth’s class be? What particular challenges might she face because of
the broad diversity in her classroom?
2. Why do you think Ms. Whitworth has made the deliberate decision to emphasize social
relationships among her students? How do you think she might respond to pressure from a peer
3. Ms. Whitworth has developed a strategy for starting the school day to both help her students and to
4. If you were teaching in Ms. Whitworth’s classroom, how many students would you place in a
5. If you were planning to use a class meeting as Ms. Whitworth does, how would you go about
introducing the concept to students at the beginning of the year? What topics would you emphasize
in the meetings? How often would you schedule them?
6. The introduction to the case study suggests that Ms. Whitworth works closely with Ms. Pleva. What