Get to know the students; learning
Vary the ways in which a lesson/skill is
taught; differentiate; choose
appropriate materials; provide real-
world application
Inclusion Pedagogy
Seek help from others in the field, have
collegial conversations; cultivate
relationships among faculty and staff so
that students can be supported in all
areas
styles, interests; form relationships;
maintain a positive environment;
promote a safe space for attempts;
expect backgrounds to be varied;
embrace differences and diversity
Model appropriate behaviors without
stripping the student of their cultural
identity; be culturally sensitive and
aware; promote social justice and teach
the value of critical thinking
 Types: Pros:
One teach, one support More hands in the room
Parallel Teaching More help for students in need
Alternative teaching More proximity control
Station teaching Promotes relationships with faculty members
Team teaching Can be used for small groups/workshop model

Co-Teaching
Cons:
Coordinating schedules to plan
Power struggle among teachers
Students do not recognize co-teacher as a real
teacher
Students can rely on the one-on-one attention
Provisions for adequate space/time/flexibility
 Reference:
Friend, M. & Cook, L. (1996). Interactions: Collaboration skills for school
professionals. White Plains: Longman.
Seven Principals for Inclusive Education. (2011). Retrieved from
www.Tanenbaum.org.

The IEP Process Explained. (2013).Retrieved from

www.specialeducationguide.com