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In: Inclusion Coaching for Collaborative Schools

Chapter 10: Taking the Inclusion Walk Instruction, Data, and Assessments

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Taking the Inclusion Walk Instruction, Data, and Assessments
Taking the inclusion walk instruction, data, and assessments

Student, family, staff, administrative, legislative, and curricular needs, demands, and supports shape the rules and roles of each inclusion community. Questions that are collaboratively asked, researched, explored, and discussed define the focus of the collaborative teams. Student levels must be determined to honor academic, social, emotional, behavioral, communication, study skills, and functional objectives and goals. Input is required from administrators, teachers, coaches, students, families, related staff, and all team members. Collecting and organizing the data with accurate information from standardized tests, informal instructional assessments, observations, student profiles, interviews, focus groups, opinion surveys, classroom-based evidence, Section 504 accommodation plans, IEP narratives, and more is critical. When students with different ability ...

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