Spring is an ideal time for educators to pause and reflect. Routines and practices are established, but enough of the year remains to make adjustments. It is also not too early to start planning for next year. Reflection can occur in three different ways (Knight, 2011):
- Looking back is thinking about something after it has happened and considering what went well and what needs to be done differently the next time.
- Looking at is being aware of what is going on while in the moment and making adjustments as needed.
- Looking ahead is “thinking about how to use an idea, practice, or plan in the future” (p. 37).
The guiding questions in Table 1 are adapted from a T/TAC William and Mary tool based on a similar instrument prepared by the Maryland Coalition for Inclusive Education 2011. Both self-assessments are adapted from other evidence-based practice tools. A comprehensive list of these tools appears at the end of this article.
The questions on the self-assessments may be used to guide mid-year reflection. All are intended to be completed using a collaborative team approach, in which educators with different areas of expertise in the school review responses to the guiding questions and determine if a gap exists between current practices and evidence-based practices (Stollar, Poth, Curtis, & Cohen, 2006). “Yes” answers indicate that the inclusive practice is evident. “No” responses may indicate areas for growth. Click here to complete the self-assessment prepared by the Maryland Coalition for Inclusive Education 2011.
Table 1
Table 1 Guiding Questions: Quality Indicators for Inclusive Practices
Administrative Support for Inclusion | Yes | No |
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Collaborative Planning and Teaching Structures | Yes | No |
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Individual Student Supports | Yes | No |
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Individual Education Program Development | Yes | No |
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Additional Evidence-Based Practice Tools
- California State Department of Education and WestEd. (2007). California Least Restrictive Environment Self-assessment and Continuous Improvement Activities Tool–School Site Level. California Least Restrictive Environment Resources Project.
- Jorgensen, C., McSheehan, M., & Sonnenmeir, R. (2005). School-Wide Inclusive Education Best Practices Indicators. Durham, NH: University of New Hampshire University Affiliated Program.
- Maryland State Department of Education and Maryland Coalition of Inclusive Education (2006). Quality Indicators of Inclusive Schools. Hanover, MD: Maryland Coalition for Inclusive Education.
- McGregor, G., & Brinkley, J. (2007). Supports for Inclusive Practices: An Evidence-Based Self-Assessment. Pennsylvania Training and Technical Assistance Network.
- New Jersey Council on Developmental Disabilities and New Jersey Coalition for Inclusive Education. (2009). Quality Indicators for Effective Inclusive Education Guidebook. East Brunswick, NJ: Author.
- Virginia State Department of Education and CTE Resource Center. (2007). Stepping Stones to Success II: Collaboration: Working Together for All Students. Retrieved from www.doe.virginia.gov/teaching/career_resources/stepping_stones2.pdf
References
Knight, J. (2011). Unmistakable impact: A partnership approach for dramatically improving instruction. Thousand Oaks, CA: Corwin Press.
Stollar, S. A., Poth, R. L., Curtis, M. J., & Cohen, R .M. (2006). Collaborative strategic planning as illustration of the principles of systems change. School Psychology Review, 35, 181-197.