In the most general sense, inclusion refers to providing significant opportunities for students with disabilities to participate in general education with their non-disabled peers. Its connection to the regulations is found in the Least Restrictive Environment (LRE) requirements which regulate student placements. In U. S. Supreme Court Case Decision Endrew F. v. Douglas County School District, the Supreme Court discussed how LRE should be determined.

The US Department of Education provided an interpretation of the Endrew Court Decision stating that “There is no “one-size-fits-all” approach to educating children with disabilities. Rather, placement decisions must be individualized and made consistent with a child’s IEP. (19) We note that placement in regular classes may not be the least restrictive placement for every child with a disability.“

According to WAC 392-172A-02060 Placements: The IEP team is responsible for determining the student’s placement.

Follow these links to learn more:

• Provision of Specially Designed Instruction 
• Maintaining a Continuum of Placement Options
• Provision of SDI and Supports for Students with Behavioral Complexities 
• Lack of Student Progress 

Evaluation and IEP Technical Assistance Module — provides information, resources, and examples relating to the Individuals with Disabilities Education Act (IDEA 2004) reauthorization and the WAC (section 392-172A). Slides 25-30 define and provide examples of SDI. Slides 25-30 define and provide examples of specially-designed instruction (SDI).

Use of Para-Educators in Special Education – OSPI Technical Assistance Paper No. 6 – provides a general overview of special education requirements related to the district use of para-educators to support the provision of specially designed instruction (SDI) on a student’s Individualized Education Program (IEP). Also, consider technical assistance for the use of para-educators in the more-recently developed Appendix A: Best Practices for Planning Paraeducator Support.

Comprehensive Inclusive Education — this OSPI resource is designed to assist members of a student’s educational team serving students who receive special education services involves both access and learning in general education and the inclusive Individualized Education Program (IEP). All members of a student’s educational team, including the student and their family, have a role to play in effective instruction and support in inclusive settings.

Universal Design for Learning — this site provides research and resources to provide instructional support for students with reading difficulties. It might be helpful to browse through several of the Checkpoints to see the depth of supports (for reading comprehension scroll to Checkpoint 3.2 and 3.4).

Multi-Tiered System of Supports (MTSS) is a proactive and preventative framework that integrates data and instruction to maximize student success from a strengths-based perspective. MTSS offers a framework for educators to engage in data-based decision making related to program improvement, high-quality instruction and intervention.

How Universal Design for Learning Connects With MTSS — see how UDL is about teaching, whereas MTSS relates to a system structure that ensures students’ needs are addressed.

Using Task Analysis to Support Inclusion and Assessment in the Classroom – this powerpoint walks through a 7-step cylical process of task analysis.

Planning Online Lessons with Universal Design for Learning — use this interactive website to learn how to use UDL principles before, during, and after each online lesson.

National Center on Intensive Intervention provides comparisons of a variety of curricula in reading, math, spelling and written language for all grade levels.

High Leverage Practices – In 2017, the Council for Exceptional Children published High Leverage Practices, a collection of research which identifies the elements of effective instruction that offer the best results for special education students developed as an interactive tool for educators.

What Works by PowerUp – offers free resources, materials and information to help educators ensure that their students, especially those with disabilities, meet the Common Core State Standards.

Use Bloom’s Taxonomy for Effective Learning Objectives – provides an easy-to-use graphic and process developed by Jessica Shabatura to drive instructional goals that are both understanding declarative and procedural knowledge.

Why Making Your Own Videos Help with Distance Learning — Here are five reasons (from Understood) why you — and even your students — might create your own videos.

Student Supports and Accommodations — Understood is the leading nonprofit empowering the 70 million people with learning and thinking differences in the United States, including: ADHD, Dyslexia, Dyscalculia, Language Disorders, and Written Expression Disorder.

A Menu on Best Practices and Strategies for Reducing Disruptive Behavior — The OSPI Behavior Menu provides best practices for LAP students in grades K-12 and focuses on addressing behavior needs to improve student academic outcomes.

Teaching Students with Severe Emotional and Behavioral Disorder: Best Practices Guide to Intervention — a Connecting IDEAS Project funded by OSPI — a joint venture with the Clover Park School District, Child Study and Treatment Center and Seattle University School of Education.

Positive Behavioral Interventions & Supports promotes Cultural Responsiveness and provides resources to use PBIS in online education.

Teacher Certification Resources from OSPI — follow this link to learn about the process for applying or renewing your certification in this section if you are a Teacher or CTE Applicant.

A Handbook for Family and Educators – produced by the WEA Special Education Support Center provides a comprehensive explanation of the Individuals with Disabilities Education Act (IDEA) and the related Washington Adminstrative Code: what the law says/means, what the school needs to do, and what parents need to know/do.