# data[].attributes.body
refers to the practice of students with disabilities learning alongside their peers in general education classrooms.
(Gilhool 1989)

# data[].attributes.body
*Coteaching
*Co-planning
*Collaboration
*Alternative Teaching

# data[].attributes.body
requires all students to be taught by highly qualified teachers, which in turn leads schools to become more inclusive. (U.S. Department of Education 2002)

# data[].attributes.headline
MTSS, Positive Behavior Intervention and Supports, and Universal Design for Learning

# data[].attributes.subject
MTSS, Positive Behavior Intervention and Supports, and Universal Design for Learning

# data[].attributes.body
programs that utilize evidence based instructional strategies that can be used by general and special education teachers to support all students.

# data[].attributes.attachment_link.title
MTSS Toolkit | Multi-Tiered System of Supports (MTSS)

# data[].attributes.attachment_link.description
MTSS is based on the provision of high quality standards-based core instruction and the use of data to identify students for appropriate acceleration and intervention. MTSS implementation is everyone's responsibility and advances academic and behavioral achievement through frequent progress monitoring, ongoing data collection and analyses as well as providing immediate, evidence-based intervention for those who need it.

# data[].attributes.body
Designing products and environments to be usable by all people, to the greatest extent possible, without the need for modification or specialized design.

# data[].attributes.attachment_link.description
Universal Design Examples Universal Design Principles Universal Design House Universal Icon Design Universal Design Products Universal Design Homes Universal Design for Learning Universal Design in Education Universal Design and Technology Universal Design Architecture Universal Design Ramp Universal Playground Design Universal Design Features Universal Design Door Universal Design Living Room Universal

# data[].attributes.headline
Strategies for Implementing Inclusion in Urban Contexts

# data[].attributes.subject
Strategies for Implementing Inclusion in Urban Contexts

# data[].attributes.body
Building relationships with families, community members, administrators, and colleagues is the first step towards a change.  There is a need for teacher and staff trainings to allow everyone within a district to be on the same page.  There is a need to find ways to positively link school, home, and community to provide support systems.  Lastly, there is a need to document positive changes that happen with inclusive practices to encourage others to take risks and make changes to benefit the students.

# data[].attributes.headline
Inclusive Practices in Poor Rural and Urban Communities

# data[].attributes.subject
Inclusive Practices in Poor Rural and Urban Communities

# data[].attributes.body
“Many barriers and challenges exist in all communities, particularly in poor communities, when implementing a school-wide vision for effective inclusive education and whole schooling practices” (Peterson and Beloin 1998).

# data[].attributes.body
All students reap the rewards of inclusion.
*Differentiated Instruction increases engagement
*Academic support helps each student.
*Behavior support helps create a positive learning environment for all students.
*Respecting diversity creates a welcome environment to all.
*Inclusion classrooms effectively use school resources.

# data[].attributes.attachment_link.title
Diversity and Inclusion in Schools - Bing video

# data[].attributes.attachment_link.description
TED Talks Diversity and Inclusion Diversity and Inclusion in the Workplace Diversity & Inclusion Humor Diversity and Inclusion Cartoon Diversity and Inclusion Animation Diversity and Inclusion Dance Funny Diversity & Inclusion Diversity and Inclusion Onboarding Brains Bias Diversity and Inclusion Diversity and Inclusion 2017

# data[].attributes.body
The least restrictive environment mandate in the Individuals with Disabilities Education Act makes it clear that educating students with disabilities in the regular education classroom is preferred. (Ford 2013)

# data[].attributes.body
Allison, Barbara N., and Marsha L. Rehm. “Effective Teaching Strategies for Middle School Learners in Multicultural, Multilingual Classrooms.” Middle School Journal, vol. 39, no. 2, 2007, pp. 12–18., doi:10.1080/00940771.2007.11461619.

Peterson, Michael, and Kim Beloin. “Whole Schooling Consortium.” FOR BETTER OR WORSE: Building Inclusive Schools In Poor Urban and Rural Communities, wholeschooling.net/.

Whitworth, J. W. (1999). A Model for Inclusive Teacher Preparation, Electronic Journal for Inclusive Education, 1(2).

Blanton, Linda. “Preparing General Education Teachers to Improve Outcomes for Students with Disabilities.” Https://Www.ncld.org/Wp-Content/Uploads/2014/11/aacte_ncld_recommendation.Pdf.

Bui, Buan, et al. “Inclusive Education Research and Practice.” Maryland Coalition for Inclusive Education, 2010.

Ford, J. (2013). Educating Students with Learning Disabilities in Inclusive Classrooms, Electronic Journal for Inclusive Education, 3(1).

Hudgins, Kimaya S. (2012) "Creating a Collaborative and Inclusive Culture for Students with Special Education Needs,"McNair Scholars Research Journal: Vol. 5: Iss. 1, Article 8.

Gal, Eynat, et al. “Inclusion of Children with Disabilities: Teacher' Attitudes and Requirements for Environmental Accommodations.” International Journal of Special Education, vol. 25, no. 2, 2010.

Bucholz, J. L., & Sheffler, J. L. (2009). Creating a Warm and Inclusive Classroom Environment: Planning for All Children to Feel Welcome, Electronic Journal for Inclusive Education, 2(4)

DeMatthews, D. E. & Mawhinney, H. (2013). Addressing the inclusion imperative: an urban school district’s responses. Education Policy Analysis Archives, 21 (61) Retrieved [date], from http://epaa.asu.edu/ojs/article/view/1283