We are ALL special

We ALL have to learn how to work.

We ALL have to learn how to work with others.

We ALL have certain talents or attributes that contribute to us being unique, even special.

We ALL can learn in our own way, and honestly in our own time, not necessarily all the same material to the same extent.

We are ALL special.

What can each of us; students, parents, teachers, education assistants do to support each other in being special?


14 Points for Success in an Inclusive Classroom

Toby Karten’s book Inclusion: Strategies & Interventions provides several ideas and thoughts to ponder as one strives to create and maintain an inclusive school and classroom.


Karten writes, “…physical inclusion is considered important, but emotional and cognitive supports are also in place and guaranteed for each child”

Karten suggests that the following 14 points are “guaranteed in the successful inclusive classroom” See Pages 43-44 Karten, Toby J. (2011) Inclusion: Strategies & Interventions. Solution Tree Press Bloomington IN

1. The absolute freedom and optimum opportunities to receive an education in a safe and productive environment that honors students’ IEPs and provides academic, psychological, and social benefits

2. Assessments that are fair and appropriate, with instructional plans and curricular adaptations that yield viable information

3. Professionals who seek knowledge about different abilities along with the strategies to best implement evidence-based programs that value how students learn

4. Accommodations and modifications that allow students to perform to the best of their abilities yet lead them on the road to independence

5. Education in a collaborative atmosphere that values the input of all teachers, school personnel, and related staff in the fields of general and special education, as well as that of families and students

6. High yet realistic curriculum expectations

7. Opportunities to transfer and generalize learned skills

8. Treatment equal to that of peers without disabilities (or discrimination)

9. Opportunities to achieve in all curriculum areas with outlined gains in literacy, numeracy, problem-solving competencies, listening skills, study skills, cognitive development, and functional academics

10. Ways that students’ progress will be recorded and reported with efforts toward partial mastery acknowledged and future plans outlined

11. Environments that embrace and celebrate diversity and differences

12. Learning-oriented lessons that value all students

13. Respect for all abilities

14. Access to resources and services with the freedom to progress in ways that yield autonomous development that is transferred to life decisions

Karten has provided several reproducible documents one of which is the Inclusive Educator Checklist. You can access the online version of the checklist here.

inclusive checklist