Chapter 3 Food for Thought

1. In your view, how has inclusion affected the roles and responsibilities of special and general educators working with students with special needs?
2. Define key characteristics of collaborative consultation and co-teaching.
3. What collaborative models can educators use in providing services to students educated in inclusive classrooms?
4. As one of the individuals in your school district responsible for determining the best way to get special and general educators in your school building to collaborate, describe key characteristics that need to be in place if you want teachers to successfully use the Co-teaching approach in working with students in inclusive classrooms.
5. In your view, what is your responsibility—as far as collaboration is concerned—in providing special education services to students educated in inclusive classrooms?
6. Describe the procedures special and general educators can use in determining adaptations and accommodations they need to make for students educated in inclusive classrooms.

Now that you’ve learned about the impact the movement toward inclusion has had on special and general educators and procedures you can use to determine if students educated in your inclusive classrooms need adaptations and modifications, please move on to the next section, which describes specific strategies teachers can use to adapt and modify instruction for students with disabilities in inclusive classrooms and assessment accommodations you can give to students during testing.