1. Resources to Support Inclusive Practices in the Classroom
Kala Burrell-Craft

2. Downloading Files
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3. Objectives Participants will review: People First Language
Co-teaching, models, and how to use paraprofessionals
The role of the facilitator/instructional coach
Inclusive practices tool
Feedback using the Inclusive practices tool

4. People First Language
“People First Language puts the person before the disability and describes what a person has, not who a person is.”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from

5. Defining Co-Teaching
Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space (Cook and Friend, 1995).

6. Co-Teaching Models

8. Friend & Cook Interactions Manual, 2007

9. Paraprofessionals in the Inclusion classroom
The Role of the ParaPro
Supporting students with disabilities in general education settings
Working under direction of general education teacher and guidance of special education teacher
Functioning as extension of classroom teacher
Facilitating instructional program delivery
Providing ‘incidental’ benefits to students without disabilities
Role determined by support needs of students

10. Categories of Support…Parapros
General School/Classroom Supports
Considered ‘environmental’ supports
Not directly related to instruction
Supplemental to basic instructional program
Frees teacher to engage in more explicit teaching
Examples: assisting students with hygiene, escorting students, providing meal assistance, dispensing medication/non-complex health procedures, maintaining classroom setting, checking folders/backpacks, copying/clerical work, doing bus/cafeteria duty
Direct Instructional Supports
Directly related to the instructional program
Affects what and how students learn
Delivered under direction of classroom teacher
Extension of what the teacher is doing
Examples: adapting materials/activities, tutoring, coaching (behavior), implementing BIPs, taking notes for students, assisting with Assistive Technology, collecting data, grading papers, facilitating lessons

11. What are Instructional Rounds & Peer to peer observations
A process adapted from the medical rounds model that doctors use in hospitals. Instructional Rounds help educators look closely at what is happening in classrooms in a systematic, purposeful and focused way. 
Rounds must provide evidence that is observational and non-judgmental. 
Must include component and/or time for reflecting and debriefing

21. Remember:
Only comment on what you see. Remember feedback needs to be observable and non-judgmental. Also include any suggestions. Keep your feedback brief and your suggestions practical and relevant to what was observed. Always offer the opportunity to follow-up.

22. Kala Burrell-Craft kalab@lsu.edu
Kala Burrell-Craft
The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.