Special Education for Beginners | Managing Paraprofessionals, Special Education Strategies, First Year Sped Teachers, Special Ed Overwhelm, Paperwork for Special Education Teachers

5 Steps to Build Inclusive Teams

• Episode 206

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This third segment in our April inclusion series discusses the crucial aspect of building successful inclusion teams. If you missed the earlier discussions on the core principles of inclusion and reverse inclusion strategies, be sure to check out the previous episodes. 

Today, we focus on the importance of teamwork in providing inclusive classrooms for our students because true inclusivity cannot be achieved single-handedly.

Key Insights:

  1. The Power of Teamwork:
    • Effective inclusion requires a united team where general education teachers, paraprofessionals, specialists, and special education teachers communicate openly and share clear roles.
    • Challenges arise when inclusion is treated as a checkbox item, leading to frustration and a lack of genuine inclusivity.
  2. Why Teamwork Is Non-Negotiable in Inclusion:
    • Inclusion must be a shared mindset, not just a physical setting, necessitating clear communication, shared goals, and mutual respect among all team members.
  3. 5 Steps to Effective Inclusion:
    • Establish Clear Roles and Responsibilities: Use tools like expectation sheets and weekly planning templates to clarify who does what, enhancing confidence and effectiveness.
    • Support Paraprofessionals with Purpose: Provide adequate training, clear instructions, and regular feedback to paraprofessionals to ensure they are valuable, informed team members.
    • Choose the Right Co-Teaching Model: Select from various co-teaching models to find the best fit for your classroom dynamics and educational goals.
    • Use Scheduling and Planning Tools: Implement tools like Google Calendar and visual schedules to manage logistics and ensure consistent, compliant support.
    • Address Challenges Proactively: Encourage regular team check-ins to discuss what’s working, address challenges, and refine strategies to prevent issues from escalating.

This episode outlines a straightforward five-step process to boost your inclusion efforts. Remember, effective inclusion starts with a well-coordinated team where every member understands their role and contributes towards a common goal.

If you'd like a FREE Inclusion Planning Sheet, sign up for the weekly newsletter at www.spedprepacademy.com/podcast.

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Speaker 1:

Hey there and welcome back to another episode of Special Education for Beginners. This is the third segment of the Inclusion Series for the month of April. In the first episode, I discussed what inclusion really means and why it is more than just placing a student in a general education seat. I share my personal perspective on inclusion and outline five inclusive practices for special education teachers to grow your own inclusion practices. And then, on last week's episode, my guests Jen and Megan shared about the unique strategy of reverse inclusion. So if you haven't listened to either one of those, I encourage you to go back and see what you've missed.

Speaker 1:

Today's episode is about one of the most important parts of making inclusion successful, and that's teamwork, because no matter how passionate or how skilled you are, you simply cannot build inclusive classrooms alone Anytime I discuss teamwork, just know that it is near and dear to my heart, because I've seen firsthand just how powerful a united, collaborative team can be, and I can't wait to share with you tips for making it work for your teams as well. So let's get to it. Hey, special educator, are you overwhelmed by the absurd amount of paperwork on your to-do list? Do you wish you had the skills to build a rock solid team with your staff. Do you find yourself scouring the internet for how to meet the needs of each student on your caseload? Well, hey there. I'm Jennifer Hopper, an award-winning veteran special education teacher and current instructional coach, who has walked in your shoes through each of these challenges and, yes, I have the metaphorical blisters to prove it. I have cried your tears and felt your pain, and now I'm here to support you in the way I wish someone would have been there to support me. Listen in each week as my guests and I dish out practical wisdom to help you handle all the classroom curveballs that are thrown at you and learn how to laugh in spite of the chaos, to celebrate those small yet significant victories that only a special educator can understand. So are you ready? Wipe your tears and put on your superhero cape, because together we are going to learn how to survive and thrive in the ever crazy, completely overwhelming laugh. So you don't cry.

Speaker 1:

Profession of being a special education teacher. So I've been in situations where inclusion efforts were truly embraced, where general education teachers, paraprofessionals, specialists and the special education teachers were all on the same page. Everyone communicated regularly, roles were clear and it made it to where students with disabilities were seen as full members of the classroom community. I even had the opportunity to work with my sister, who is a general education teacher, in inclusion and through structured and intentional collaboration you could see the growth not just in the students but in the adults too. And then, on the other hand, I've been in situations where inclusion was more of a checkbox than a mindset, where students were technically placed in general education settings but there was no communication, no plan, no shared ownership. I have felt like an imposter at times when I was providing inclusion services and then, at different times, my paras would complain that they never really knew what their role was. The teacher didn't include them and it ended up being more of a class within a class type setting.

Speaker 1:

When those types of situations occur, inclusion doesn't feel inclusive at all. It feels frustrating, disconnected and, frankly, unfair. When everyone is on the same page, supporting one another and working toward a common goal, it creates a ripple effect. Students are included, they're more supported and more successful, general education teachers feel less isolated and more empowered, paraprofessionals feel valued and confident in the role that they play, and special education teachers feel successful. So today we're going to talk about how we can build and sustain inclusive teams, step by step, with practical ideas that you can start implementing right away. Before we get to the steps, though, I want to say that if you want your inclusion practices to be successful, you have to make it a non-negotiable with your team. Inclusion isn't just a setting, it's a mindset, and to make it work, it takes a team that is communicating clearly, working toward the same goals and honoring each other's roles In an inclusive environment.

Speaker 1:

You've got a variety of adults working together. You've got the gen ed teacher, the special education teacher, one or more paraprofessionals, possibly a speech language pathologist, an occupational therapist, physical therapist or other specialists and, let's be honest, when there is no structure in place, things can get messy. You end up with duplicated efforts, missed communication or support staff who aren't sure where they're needed, and that's where intentional team building and collaboration come in. So the five steps that I want to share with you to make inclusion work for you is one establish clear roles and responsibilities. Every adult in the room needs to know what their role is, who's responsible for which parts of instruction or support, how they will communicate about student progress and behavior. One of my favorite ways to do this is with a simple team expectation sheet or a weekly planning template. You don't need to overcomplicate it, but you do need to be intentional. Have a sit down with the whole team and ask questions like who's leading the whole group instruction? Who's supporting the small groups? What will each person be doing during small groups? Who is managing behavior plans or accommodations? Who will be tracking data on the academic goals, on the behavior goals? What will the paraprofessionals do during independent work time? When people know their purpose, they are more confident, more effective and students benefit from that consistency.

Speaker 1:

Step two is to support the paraprofessionals with purpose. Paras are often the unsung heroes of our programs. You've heard me say that many times before. They are the ones building the relationships, reinforcing instruction, supporting behaviors and sometimes quite literally holding the day together. But they are also, unfortunately, sometimes the ones who receive the least amount of training, direction or feedback. So if you're going to have a successful inclusion practice, you're going to have to be intentional about how you train and support your paraprofessionals. It's not enough to hand them a schedule and hope that they figure it out. They need to understand the why behind what they're doing. They need to feel confident in the strategies they're using and know that they are a valued part of the inclusion team. So, whether it's providing them with a visual schedule, teaching them how to take data, modeling, how to scaffold support without over assisting, or taking five minutes at the end of each day to check in, you're not just managing a role, you're building a partnership, and that partnership is what allows inclusive environments to thrive. Remember, inclusion doesn't mean that paras are just shadowing students or doing busy work. They are part of the team and inclusion works best when they are equipped and informed.

Speaker 1:

Step three is to choose the right co-teaching model. There is no one size fits all approach to co-teaching or inclusion, but choosing the right model can make all the difference in how effective your inclusion classroom is. The key is to select a model, or a combination of models, that fits your students' needs, your needs, your instructional goals and your teaching styles. So let's walk through just a few of the most commonly used co-teaching models. The first one is where one teaches and one supports, and this is probably the most familiar. In this model, one teacher leads the instruction while the other circulates the room to provide additional support. It's great for keeping students on task and giving targeted help without interrupting the flow of the lesson.

Speaker 1:

The next one is station teaching, and this involves dividing content into stations and having students rotate through them. Each teacher takes responsibility for one or more stations, which allows for smaller group sizes and more individualized instruction. Parallel teaching means that the class is split in half, with each teacher delivering the same content simultaneously to their group. This can be especially effective when working with students who benefit from a smaller group setting or need more opportunities for participation. This also comes in handy when you're trying to differentiate and you can divide groups between the students who are struggling more, and those students can be with a special education teacher, and then the students that are higher can be with a general education teacher. Another model is alternative teaching, and this one is used when one teacher instructs the majority of the class while the others work in a small group on enrichment, remediation or a targeted skill. This model allows for flexible differentiation as well, without pulling students out of the classroom.

Speaker 1:

This one is probably my least favorite. And then team teaching is like a duet Both teachers lead the instruction together. This model requires a high level of collaboration and planning, but when it is done well, it can be seamless and engaging for students. This one is tough to pull off because it takes a lot of trust, but my sister and I pulled this one off for a math class one year and it was one of my favorite inclusion opportunities. I feel like all of the kids really grew and benefited that year general ed and identified students alike. You may find yourself using more than one of these approaches even within a single class period. You don't have to just stick to one, but my biggest piece of advice is to talk about it ahead of time. Don't walk into the classroom and hope that it just all clicks.

Speaker 1:

Successful co-teaching and successful inclusion thrives on communication and shared planning. Set the tone together, be flexible and always keep your students' needs at the center. The fourth step is to use scheduling and planning tools. One of the most overwhelming parts of making inclusion work is managing the logistics figuring out who goes where, when and with whom. That's why using tools like visual schedules for teachers, not for students planning templates and shared calendars can make a world of difference. Google Calendar can help keep the team on the same page. With shared schedules, you can use color-coded weekly lesson planners or color-coded schedules that clarify when and where support is needed. You can post visual schedules for paraprofessionals in the classroom and they provide clarity and structure. And you can use service tracker sheets to help ensure that accommodations and direct minutes are being delivered as outlined in the IEPs. These tools don't just streamline communication, they help ensure that support is consistent, intentional and legally compliant. And then the fifth step is to address challenges before they turn into problems.

Speaker 1:

I'll be honest with you as much as I believe in the power of inclusion for our students, it does bring up some tough stuff Conflicting expectations, uneven workloads, miscommunication, and if we don't address these things head on, resentment and burnout can build fast. I have been a part of inclusion teams where I dreaded going into that general education teacher's room. It was chaotic, it was noisy and I felt the students I was supporting in there were getting little to nothing from being in there. There was no benefit to them. But some of that was on me. I was young and I was inexperienced and I didn't feel as though I could say anything to that teacher. But had I advocated for myself and my students, had I asked for a planning conversation, shared my concerns respectively, or even just clarified what support was expected? We might have been able to turn things around. But I didn't, and instead I let frustration and resentment and dread grow and my students missed out on what could have been a meaningful experience.

Speaker 1:

So if you are on a team where things feel off, I just want to encourage you don't wait for someone else to fix it. Start the conversation, be honest but be solution focused. Your voice matters and your students deserve a team that works together for their success. So my best tip here is to normalize team check-ins. Make space to ask what's working well, what's challenging you? Where do you feel unclear or unsupported? How can we better meet our students' needs together? You don't have to solve everything in one meeting, but keeping that door open for honest reflection and shared problem solving can go a long way in keeping your team strong.

Speaker 1:

So that's it, my five-step process for successfully implementing inclusion supports for your students. So let's do a quick review. Step one establish clear roles and responsibilities. Make sure every adult on the team knows their purpose, tasks and who's responsible for what. Step two support paraprofessionals with the tools, training and direction. They need to be effective partners in the classroom, not just an extra set of hands. Step three is to choose the right co-teaching model. Use the model that works best for your students, your goals and your teaching styles, and then switch it up when needed. Step four is to use scheduling and planning tools to keep everyone on the same page and ensure services are delivered consistently. And step five address those challenges before they grow. Make time for reflection, check-ins and honest conversations so that your team stays strong.

Speaker 1:

If you receive my weekly newsletter that comes out every Thursday, I'll be sending out a free inclusion planning sheet to help you and your team map out roles, responsibilities, schedules and support needs so you can make your inclusion practices more intentional, organized and effective. It's a simple but powerful tool to get everyone on the same page and keep student success at the center of your planning. So keep an eye on your inbox. If you don't receive the newsletter, you can go to wwwspedprepacademycom slash podcast and get signed up. So here's your challenge for the week.

Speaker 1:

Think about one relationship within your inclusion team that could use a little more clarity or connection. Maybe it's a paraprofessional who needs more direction, a general education teacher who wants to support inclusion but doesn't know quite where to start, or a co-teacher who needs help dividing responsibilities more effectively. And if your school or your district doesn't currently have regular inclusion services, start by initiating a conversation with your administrator, brainstorm some possible entry points. Maybe it's reverse inclusion like we talked about last week shared homeroom time or even just collaborative planning. Inclusion begins with connection and small steps can lead to meaningful change. Next week we will continue the conversation on inclusion by chatting with Ashley Barlow from the Collaborative IEP about the barriers to inclusion. See you next week.