In accordance with the Governor’s Proclamation 20-25, “Stay Home, Stay Healthy,” and to protect the health and safety of Washingtonians and our employees, at this time, there is restricted public access to the OSPI building. OSPI will continue serving the public via phone, email, and the website.
See OSPI’s COVID-19 guidance and resources for educators, students, and families.
Lindsey Stevens
CSTP Project Lead
David Green
OSPI Special Education Program Specialist
360-725-6075
Inclusion is the belief that all students have a right to meaningfully participate in the general education setting, both academically and socially. Inclusion is realized when all students, regardless of their designation to receive special education services, are provided with targeted services, supports, and accommodations; allowing them to learn in the general education classroom, interact with peers, and engage the core curriculum.
To improve our schools’ ability to be more inclusive, the State Legislature provided OSPI with $25,000,000, through the 2019–21 Biennial Budget, to implement professional development in support of inclusionary practices, with an emphasis on coaching and mentoring.
Since the start of the Inclusionary Practices Project (IPP) in 2019, Washington State has significantly improved its rate of inclusion. The project’s goal was to achieve full inclusion for 60 percent of students receiving special education services by spring 2021. By the end of 2020 Washington met this goal.
While Washington has made great strides in the last two years, there is still a tremendous amount of work ahead of us. In 2018, Washington was one of the ten least inclusive states and to this day we remain in the bottom half of the national ranks. To continue the positive momentum we have built, Washington needs continued investment from the State Legislature to support OSPI’s efforts to nurture collaboration amongst education partners in support of a robust and sustainable system of inclusion.
As part of the IPP, OSPI Special Education division has partnered with schools, districts, and professional development providers to deliver coaching and mentoring to classroom teachers in support of inclusive education, differentiated instruction, and individualized instruction. IPP grant funding was awarded to identified schools and districts statewide to support the implementation of inclusionary practices. Pilot partners included 246 schools in 100 school districts, impacting over 20,000 students with disabilities statewide.
This interactive map shows where the Professional Development Cadre is engaging educators, and where our Pilot LEAs and Demonstration Sites are located.
Are you looking for professional development opportunities? We have opportunities available statewide, online, and offline.
Want to better engage and support families? Learn about opportunities to participate in trainings and webinars, access resources, and explore tools to expand and strengthen family and community engagement.
School and district educators and administrators wanting to learn more about inclusion will have the opportunity to visit our demonstration sites to learn directly from their peers.
The handbook provides an overview of best practices and practical examples for implementing inclusionary practices in Washington state. Sections of the handbook will be released independently as they are developed and, when all are completed spring 2021, will comprise a comprehensive resource on inclusionary practices for educators, administrators, and families. The handbook will include an introduction to inclusionary practices and the following sections:
OSPI is partnering with the TIES (a national technical assistance center) to increase the state’s capacity to include students with significant cognitive disabilities.
This page contains many helpful exercises, needs assessments, reports, and research articles related to the delivery, efficacy, and equitability of inclusion.
Learn about our pilot site partnerships, helpful information to our existing pilot sites, and how to apply.
Definition: Inclusion is realized when all students, regardless of their designation to receive special education services, are provided with targeted interventions and accommodations; allowing them to learn in the general education classroom and engage the core curriculum. Inclusion is the belief that all students have a right to meaningfully participate in the general education setting, both academically and socially. Inclusive instruction rebukes the problematic perspective that students receiving special education services need to ‘fit in’ or ‘earn their way’ into general education classes. The belief that general education instruction is not malleable and that students should be making adaptations to be included in the general education setting has contributed to the continuation of two parallel systems of education in which students receiving special education services are marginalized and devalued as a result of their environmental segregation.
Least Restrictive Environment (LRE) data are a measure of the percent of a school day a student with a disability spends in general education settings. While there are multiple measures included in LRE calculation, for the purposes of the Inclusive Practices PD Project, data analysis focused on:
Legislative Foundations: The Individuals with Disabilities Education Act (IDEA) requires students with disabilities be educated in the LRE. For nearly all students the LRE mandate means that students receiving special education services be educated in the general education classroom to the maximum extent possible. Regarding LRE, IDEA states, “The placement of children in special classes, separate schooling, or other removal of children with disabilities from the regular education environment occurs only if the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily–34 C.F.R. § 300.114(a)(2).”
Inclusion Benefits Everyone: Extensive research on the efficacy of inclusion shows that inclusive instruction yields significant improvements in the academic performance of students receiving special education services–in all subjects–and improvements in social and emotional outcomes as compared to teaching in separate settings. Students who received special education services, who spend 80-100% of their time in the regular classroom, develop better working habits, improved self-esteem, are more attentive, have improved social competencies, and have more diverse friendship networks. Students who do not have an identified disability or an individual education program (IEP) also see improved academic outcomes as the high-leverage teaching techniques used in inclusive classrooms [e.g., multi-tiered system of supports (MTSS), universal design for learning (UDL), specially designed instruction (SDI), and culturally responsive teaching (CRT)] help all students learn in ways that work best for their individual styles and needs. These students also see improved social outcomes as they learn to see beyond people’s disabilities and develop a greater appreciation for diversity.
Coaching/Mentoring Supports: The Washington State Standards for Mentoring “are designed to help both new and veteran mentors in various job settings to assess their current level of understanding and abilities, and to create actionable steps to improve.” The Standards for Mentoring include Learning-Focused Relationships; Reflective Practices; Adult Learning; Equitable Practices; Curriculum; and Connection to Systems and Learning Communities. Lipton and Wellman (2009) considered coaching along a continuum of interactive supports or stances, including coaching, collaborating, consulting, and calibrating.
Research on how schools can successfully implement inclusionary practices continually cite professional development for educators as an essential component. Providing an inclusive environment for students means that educators collaborate frequently and have a strong grasp on how to differentiate general education lessons to accommodate all students' learning styles and needs. This means that inclusionary professional development must focus on building collaboration skills and how to utilize high-leverage practices [i.e., MTSS, UDL/SDI, CRT]. When professional development is done correctly and administrative leadership is dedicated to a culture of inclusion, educators are shown to have positive feelings about inclusion and feel confident in their ability to teach all students.
Data analysis and problems of practice laid the foundation for development of a theory of action toward meaningful inclusion for all students. This theory of action identifies the needed inputs to support inclusive activities, focused on positive outputs and outcomes—across settings, content areas, and stakeholder partnerships—for sustainable systems change.
A culturally responsive approach centers the experiences of students with disabilities and their families, particularly students of color and groups who have traditionally been denied a voice in decision making.
The Inclusionary Practices Theory of Action focuses on resources needed by stakeholder partners in support of direct actions for implementing inclusive learning environments.
If we provide statewide support to target audiences that is consistent in the areas of:
Educators will be able to increase access to grade level core instruction through the inclusion of students eligible for special education services in general education classrooms.
Resulting in improved LRE data, graduation rates, English Language Arts and math proficiency growth, and schools quality or student success indicators for students statewide.
By Spring 2021, we aim to increase access to grade level core instruction through the inclusion of students eligible for special education services in general education classrooms, and result in LRE data, as defined by Indicator 5 in the Annual Performance Report (APR) from LRE1 56.6% to LRE1 60%, and improved outcomes as measured by the Washington School Improvement Framework (WSIF), specifically in graduation rates, English Language Arts and math proficiency and growth, and school quality or student success indicators (SQSS).