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Differentiation Within the Inclusion Classroom

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Differentiation Within the Inclusion Classroom

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This video shows insight on the positive effects of team teaching model within an inclusive model of special education.

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Differentiation Within the Inclusion Classroom Model

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This page provides information on a variety of resources/training for promoting a safe/equitable environment for our students.

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The NEA was founded on the belief that every student deserves a great public education. But in too many communities, years of systemic racism and unconscious bias have limited opportunities for many students and contributed to a growing education gap.

In response, NEA's Center for Social Justice has created a professional development program designed to help educators identify and correct explicit and implicit discrimination in their classrooms. Student-centered, research-based, and educator-driven, our trainings and resources are helping educators across the country adjust their practice to better serve students from diverse cultural and ethnic backgrounds, promoting racial and social justice in their communities.

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Every student deserves a safe, welcoming, affirming learning environment. We provide the tools for educators to make it happen.

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Ready Math- Culturally Responsive Teaching

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Ready Math- Culturally Responsive Teaching

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Strategies for addressing equity throughout Springfield's ReadyMath Curriculum.

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Framework designed to be used across lessons to ensure all learners can access the curriculum and participate in learning.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Second Steps curriculum teaches social emotions skills to students. This curriculum helps students to build positive relationships between one another.

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Beyond Treats and Timeouts: Humanistic Behavioral Supports in Inclusive Classrooms

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Beyond Treats and Timeouts: Humanistic Behavioral Supports in Inclusive Classrooms

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Article examining behavior management systems in schools and analyzing how to create a more inclusive environment for students.

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Reimagining Disability & Inclusive Education

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Reimagining Disability & Inclusive Education

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Dr. Jan Wilson reflects on the possibilities of a universal design for learning, and how every student can benefit.

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Reimagining Disability & Inclusive Education | Jan Wilson | TEDxUniversityofTulsa

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Toy Box: Introduction to Disabilities Lesson

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Toy Box: Introduction to Disabilities Lesson

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In this lesson students are introduced to what a disability is and how some students use different devices to help them learn.

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This video provides students with an overview of what inclusion means and looks like.

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Quick activity where students build connections with one another through discussions.

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Quick activity where students write a short poem about themselves.

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Resources to find online digital libraries in a variety of different languages.

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Multilingual Books & Literacy

Parents can help their children develop literacy -- and a love of reading -- by reading to them in their native language. Research shows that teaching children to read in their first language also promotes higher levels of reading achievement in English (Goldenberg 2008).

Free Multilingual Online Libraries

Multilingual Books for Sale

In English

In Spanish

In Portuguese

In Other Languages

Reading tips for Parents (Colorín Colorado)

Family Guide: Give a Big Boost to a Child You Love (Reading Rockets)

Preschool Guides for Learning (Mass Department of Early Education & Care)

If you know of any additional resources to add to this page, please email matsol @ matsol.org.

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Parents can help their children develop literacy -- and a love of reading -- by reading to them in their native language. Research shows that teaching children to read in their first language also promotes higher levels of reading achievement in English (Goldenberg 2008).

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Quick activity where students share about their name and how it impacts their overall identity.

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Lessons, strategies and resources for teaching a variety of social justice topics.

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Short video to show students as an introduction to equality, equity, and social justice.

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List of diverse texts to implement as teaching tools in the classroom.

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Scholastic EditorsMarch 26, 2024GradesPreK - 12

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Explore Scholastic book lists and articles to find diverse books for kids in your class. Celebrate differences with diverse books for elementary school and beyond!

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We Are All the Same on the Inside is a social story for Pre-K to 4th grade students about accepting people’s differences.

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Hispanic Heritage resources and activities organized by elementary grades.

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Tools for Massachusetts educators aligned with the evaluator framework.

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Created by Massachusetts educators, this Guidebook includes tools for districts, schools, and educators that are aligned to the MA Educator Evaluation Framework and promote evidence-based best practices for inclusion following the principles of Universal Design for Learning, Positive Behavior Interventions and Supports, and Social and Emotional Learning. Read an introductory letter from the stakeholders .
Inclusive school communities honor the belief that education is for everyone. My fifth graders are brave, engaged, reflective members of our class who aspire to make a difference in their world. An inclusion model is the most dynamic and thorough way I know for a teacher to be an agent of positive social change.
Guidebook PD Planning Kit

Guidebook for Inclusive Practice

Massachusetts has a longstanding commitment to providing a high-quality public education to every child, regardless of race, ethnicity, socio-economic status, cultural background, sexual orientation, exposure to trauma, or disability status. There are persistent gaps in the quality of educational opportunities available to students in Massachusetts, however, and these gaps are a call to action. As the needs of our students become ever more diverse, the importance of fostering inclusive learning environments continues to grow.

Although commonly associated with special education and the federal mandate that students with disabilities be educated in the least restrictive environment to the maximum extent appropriate, an inclusive philosophy goes beyond the needs of students with disabilities to frame a system of accessible instruction and positive behavior supports that generates positive outcomes for all students. The emphasis on systemic implementation is important. Inclusion is not solely the job of any one educator or classroom-the successful creation of inclusive settings begins at the school and district levels, with superintendents and principals bearing as much responsibility for student success as educators and related service providers.

Inclusion is not necessarily a placement or a setting-it involves the implementation of systems and processes that allow all students to be educated within an educational community, the impact of which is significant. In Massachusetts, students with learning or communication disabilities who are educated, full-time, in general education settings are nearly five times more likely to graduate high school in four years or fewer than are similar students in substantially separate placements.

Inclusive practice refers to the instructional and behavioral strategies that improve academic and social-emotional outcomes for all students, with and without disabilities, in general education settings. To support inclusive practice, the tools of this Guidebook are based on the frameworks of Universal Design for Learning, Positive Behavioral Interventions and Supports , and Social and Emotional Learning .

The Guidebook is broken into topical sections that promote best practices for inclusion through the Educator Evaluation Framework. Educators may wish to download specific sections in the Guidebook, depending on the job responsibilities, time of year, and other local considerations.

Overview
Tools:

Observations
Tools:

Guiding Frameworks

Foundations for Inclusive Practice: Online Courses for PDPs

These courses are one option for MA educators to meet the 15 PDPs license renewal requirement related to training in strategies for effective schooling for students with disabilities and instruction of students with diverse learning styles at no cost.

Content Overview - Foundations for Inclusive Practice

Use the links below to access the Foundations for Inclusive Practice course content without creating an account. These versions contain all of the course content, but do not record your work.

Important Note: The course versions below can not be used to get a PDP certificate. If you want to take a course for PDPs, please select the link above.

Guidebook Partners

Guidebook Partners Updates

In the spirit of continuous improvement, DESE partnered with a team of Massachusetts educators to conduct a comprehensive review of the Guidebook over the course of School Year 2015-16. Feedback from this group informed a range of revisions and additions to the tools.

Inclusive Practice and the Teacher Candidate

In collaboration with higher education faculty, the Department is pleased to offer a three-hour sample lesson sharing evidence-based best practices for inclusion designed to meet the needs of teacher candidates in all licensure areas. Access these resources at the Educator Preparation page.

² For a comprehensive analysis of special education in Massachusetts, see Reports by Dr. Thomas Hehir and Associates.
Last Updated: January 25, 2019

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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Article with strategies for creating a safe inclusive environment for students and implementation techniques for culturally responsive teaching.

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Articles with tools and strategies for developing a more inclusive classroom environment for students.

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Our extensive Resource Library contains a variety of tools, tips, and strategies that help you evaluate and improve the status of inclusive education in your school. Browse by category and get lost in the plethora of inclusion resources right here at your fingertips!

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Inclusive Education Resources | Inclusive Schools Network

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Our inclusion resource library has dozens of tools, tips, and strategies to help you evaluate and improve the status of inclusive education in your school.

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Classroom Management in Inclusive Settings

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Classroom Management in Inclusive Settings

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The article reflects on the inclusion of children with disabilities in general education classrooms offering teachers the chance to develop classroom management strategies that promote diversity and community.

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Understanding Behavior as Communication: A Teacher's Guide

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Understanding Behavior as Communication: A Teacher's Guide

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This article is a guide to understanding children's behavior as a form of communication.

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Think of the last time a student called out in class, pushed in line, or withdrew by putting their head down on their desk. What was their behavior telling you?

In most cases, behavior is a sign they may not have the skills to tell you what they need. Sometimes, students may not even know what they need. What are your students trying to communicate? What do they need, and how can you help?

Respond to students, not their behaviors

First, know that when students act out, those actions can bring about emotions in teachers and other adults. Given all of the pressures placed on teachers, you may already feel stressed or emotional. It's normal to take students' behaviors personally because of your own feelings and needs in the moment.

One way to reframe your thinking is to respond to the student, not the behavior. Start by considering the life experiences that students bring to the classroom.

Some students who learn and think differently have negative past experiences with teachers and school. Others may come from cultures in which speaking up for their needs in front of the whole class isn't appropriate.

Students who have food insecurity may push others out of the way at lunchtime to make sure they get something to eat. Students who have experienced trauma can often be wary of others. They may be hypervigilant and prone to what looks like overreactions to simple things. Keeping these experiences in mind can help you respond to the reasons for student behavior and not simply react to or correct the behavior itself.

What student behavior is telling you

Figuring out the function of, or the reasons behind, a behavior is critical for finding an appropriate response or support. Knowing the function can also help you find ways to prevent behavior issues in the future.

Learning for Justice (formerly Teaching Tolerance), an organization that provides resources for educators to create civil and inclusive school communities, offers the acronym EATS to highlight some possible functions of behavior. EATS stands for Escape, Attention, Tangible gains, and S ensory needs. Here's a breakdown of what that means:

Escape: Some students use behavior to avoid a task, demand, situation, or even person they find difficult. Escape behavior can also be quiet, like students who ask to use the bathroom every time it's their turn to read.

Attention: Some students behave in ways that are designed to gain attention. They may feel unsure about when or whether they'll get your attention otherwise. Attention-seeking can play out in positive behaviors as well, such as when students work hard on a task to get your approval.

Tangible gains: Some student behavior is aimed at getting what they want, when they want it. This type of behavior is very common for students who struggle with impulsivity or flexible thinking.

Sensory needs: Students' brains are constantly taking in information from their senses. For some, processing that stream of input is a struggle. "Sensory seekers" underreact to sensory input or need more of it to function. "Sensory avoiders" overreact to sensory input. They may become overwhelmed and hyperactive. Those behaviors become problematic when they are disruptive or interfere with learning.

Harness the power of collaboration

It can be hard to figure out the function of a student's behavior, especially when there are learning and thinking differences at play. Most schools have a collaborative teacher assistance team that can help you understand student behaviors. Those teams are typically made up of special and general education teachers, as well as other professionals, like a school psychologist or a counselor.

Talk with the team about whether an observation by a member of the team or a formal functional behavioral assessment (FBA) is necessary to gather data. This information can lead to a more in-depth look at the reasons behind the student's behavior.

When you work together to understand the behavior, you'll be better prepared to help students identify what they need and how to communicate that more appropriately.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Kristin J. Carothers, PhD is an expert in cognitive behavioral therapy (CBT) and behavioral interventions. She also provides co-parenting therapy for families experiencing high conflict.

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Understanding behavior as communication: A teacher's guide

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Understanding that behavior is a form of communication can help teachers reframe what they're seeing and not take student behavior personally.

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SPS PD on Diversity, Equity, and Inclusion

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SPS PD on Diversity, Equity, and Inclusion

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Springfield Public Schools offers all educators trainings on diversity, equity and inclusion.

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"Whether you’re navigating the challenges of inclusive change or looking to elevate your practices, we’re here to inspire, motivate, and guide you every step of the way."

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The Inclusion Podcast | Dr. Julie Causton & Dr. Kristie Pretti-Frontczak

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Welcome to ”The Inclusion Podcast” —your go-to source for making inclusive education a reality. Whether you’re a school leader, educator, advocate, parent, paraprofessional, or simply passionate about creating more inclusive school spaces, this podcast is…

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Educator lesson reflection tool to support inclusive practice based on UDL frameworks.

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Massachusetts standards and resources for teaching English Language Learners.

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Standards and Instructional Support

The WIDA ELD Standards Framework, 2020 Edition, was released in December 2020. Massachusetts will be offering a series of workshops to support districts with implementing the WIDA ELD Standards Framework, 2020 Edition.

Here is an overview and calendar of all DESE-sponsored WIDA professional development opportunities for the 2023-24 school year. For more information or to register, please contact David Parker ( david.e.parker@mass.gov).

DESE is also recommending a professional learning pathway of course offerings that support districts in the implementation of the WIDA 2020 Standards. The suggested sequence of courses recommends a professional learning pathway that will prepare educators and administrators to 1) unpack the WIDA 2020 Standards, 2) apply the Standards to planning for instruction, and 3) prepare to lead others in your district in doing the same work (Training of Trainers). These courses are offered at no charge to individual educators and teams who collaborate to provide the very best access and opportunities for all their students. Educators can select their entry point and earn PDPs for completing individual sessions and/or complete the full Pathway for a total of 19 PDPs, all of which may count toward licensure renewal requirements.
Massachusetts Next Generation ESL Curriculum Project Resources High-Quality NGESL Instructional Materials Review Process and ESL Curriculum Review Rubric
The High-Quality ESL Instructional Materials (HQIM-NGESL) review process guides educator teams in a step-by-step process to determine whether a given set of instructional materials can be considered high-quality for ESL instruction.

MA DESE's Office of Language Acquisition has also developed a series of self-paced online modules that provide an overview of the High-Quality Next Generation ESL Instructional Materials Review Process and Rubric, information about resources that can be used to create high-quality instructional materials for ESL, and key considerations for ESL curriculum design.

The Next Generation ESL Toolkit

The Next Generation ESL Toolkit provides a common entry point for educators to learn about Next Generation ESL (NGESL) instruction in Massachusetts. It includes connections to relevant guidance, tools, and resources educators at all different points in their journey can use to develop a deeper understanding and ability to implement high-quality ESL instruction, across all different program models. The ESL Toolkit was developed as part of the Next Generation ESL Curriculum and Instructional Support, building on a strong foundation of previous initiatives and projects defining the type of learning experiences English learners deserve and supports for educators to bring these to life.
Next Generation ESL Project: Model Curriculum Units (ESL MCUs)
The Office of Language Acquisition (OLA) led the field-based "Next Generation ESL Project: Model Curriculum Units" in a key partnership with the Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL), along with Northeast Comprehensive Center/WestEd and the support of other organizations such as the Center for Applied Special Technology (CAST) and WIDA. The project included participation of over 30 districts across the state, as well as collaborations and consultations with local and national curriculum experts.

Collaboration Tool ( Download the accessible version of the Collaboration Tool)

This is a multi-layered, multi-purpose tool designed to help curriculum writers operationalize WIDA Standards in conjunction with the Frameworks. The goal of the Collaboration Tool is to support curricular planning with the intentional, simultaneous development of language and the analytical practices embedded in the Frameworks. It highlights the need for collaboration between language and content educators and helps teachers prioritize and strategically plan around Key Uses of Academic Language in the context of key academic practices (Cheuk, 2013) common across content area Frameworks. The Collaboration Tool and related processes are planning resources that, among other uses, can help educators prepare to create clear, standards-based language learning goals for developing curricula using the ESL unit template.

Interactive Guide to the Collaboration Tool ( Download the accessible version of the Interactive Guide to Collaboration Tool)

This interactive guide will walk you through how you can use the Collaboration Tool in curriculum development, starting with Focus Language Goals.
Other Useful Resources:

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The WIDA ELD Standards Framework, 2020 Edition, was released in December 2020. Massachusetts will be offering a series of workshops to support districts with implementing the WIDA ELD Standards Framework, 2020 Edition. Here is an overview and calendar of all DESE-sponsored WIDA professional development opportunities for the 2023-24 school year.

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Dr. Ilene Schwartz talks about the classroom being a complex environment and without proper management, it can become divided into smaller, disconnected groups.

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The power of inclusive education | Ilene Schwartz | TEDxEastsidePrep

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Inclusive Culture in Schools Transforms Communities

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Inclusive Culture in Schools Transforms Communities

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Heidi Heissenbuttel explores the how and why of a new school model based on inclusivity in the classroom.

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Inclusive culture in schools transforms communities | Heidi Heissenbuttel | TEDxMileHigh

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This article provides resources with how to use SPS's PBIS to support students with a variety of needs.