Ensuring High-Quality Inclusive Practices: What Co-Teachers Can Do

Authors

Bethany Hamilton-Jones
Adam Moore, Roger Williams UniversityFollow

Document Type

Article

Comments

Published in: Kappa Delta Pi Record, vol. 49, issue 4, 2013.

Abstract

What is inclusion? Most 21st century teachers have heard the term inclusion in relation to school settings, but ambiguity still exists when determining a common definition (Friend & Bursuck, 2012). For some education professionals, inclusion means students with disabilities are permitted access to general education classrooms that best match their academic or behavioral strengths. For example, because Juan—a student with an emotional behavioral disorder—enjoys drawing and acts appropriately during art, he participates with the 4th-grade class instead of his special education class. Another teacher's experience with inclusion may be a student with cerebral palsy who works with a one-on-one paraprofessional throughout the day at the back of the general education classroom.

Recommended Citation

Hamilton-Jones, B. & Moore, A. (2013). Ensuring high quality inclusive practices: What co-teachers can do. Kappa Delta Pi Record, 49(4), 156-161.