Erin Zemaitis

Education 605
Inclusion of Students with Special Needs
Spring 2016

The Bill Porter Project

The responsibility of working with staff and students to provide inclusion opportunities
for students with special needs is not one to be taken lightly. There are a multitude steps and
many details to consider when planning services for a student like a youthful Bill Porter. The
first step, I believe, is education. The education of the staff, the students and the family is going
to be imperative for a successful inclusion model. I believe that when we know better, we do
better and the better educated we are on inclusion and on Bills needs, the better we will be at
educating him and others. The next step is identifying possible barriers, accommodations,
interventions and modifications. I believe the more pro-active we are about this, the better.
Next, in order to be successful, we would need to discuss how to get Bill involved socially,
including extracurricular activities. Finally, we need to extend our concerns about Bill beyond
the school day. How can we keep him active and engaged academically and socially after
school? To do this we need to look into our local community resources, which are quite
abundant in La Crosse. Please read along as I attempt to outline a plan for introducing Bill, a
student identified with speech-language and orthopedic disabilities under Wisconsin criteria, as a
fourth grade student in our elementary school.
As stated above, the first step is to educate. I believe it would be most beneficial to
educate the staff first. There are several different approaches to take when educating a large
staff. I believe this would require one, whole day in-service, followed by several shorter, follow
up meetings. During the first in-service we would create a KWL chart about cerebral palsy, then
we would show this short video about students with cerebral palsy attending school, to introduce
the concept to staff, you can find it here: https://www.youtube.com/watch?v=n1i1MoNlzYE.
Afterwards, staff could break into smaller groups and use their technology to complete a
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webquest about cerebral palsy at the website, www.cerebralpalsy.org. Each group would share
their findings and takeaways to the larger group. Following that, we would view a home video
of Bill. Next I would invite Bills physical and/or speech therapist up to speak and answer any
questions staff might have formed regarding Bill and his condition. Then we would break for
lunch. The afternoon would be spent learning about inclusion.
We would begin learning about inclusion by watching this short video,
https://www.youtube.com/watch?v=x8TnKi_YblQ about a school in Decatur, Georgia with an
exceptional inclusion model. We would then read and discuss the article, Special Education
Inclusion by WEAC, found here: http://weac.org/articles/specialedinc/. We would do an
activity where we compare the practices outlined in both the video and article to our school and
come up with a very rudimentary action plan. Afterwards, we would discuss different
components of inclusion. One component would be the Universal Design for Learning. We
would watch the youtube video, https://www.youtube.com/watch?v=bDvKnY0g6e4. Then, staff
would break up into smaller groups and dissect a lesson plan and determine whether it was UDL
or not, and if not how could they make it align with UDL and if it is, how do they know that?
After discussing that activity, I would introduce the UDL lesson planner online and give time for
staff the browse the rest of the National Center for Universal Design for Learnings website. The
last piece we would cover during this staff meeting would be a brief introduction to co-teaching.
I would present a wonderful powerpoint that outlines the purpose, the expected outcome and
different styles of co-teaching, it can be found here: http://slideplayer.com/slide/5282659/. The
powerpoint lays out a clear action plan, which would be the homework for the staff. I would also
offer a sign up for an optional book study with the text, Creating an Inclusive School by
Richard A. Villa & Jacqueline S. Thousand. The follow up meetings would be to clarify any

questions that emerge along the way, share successes and learning opportunities and dig deeper
into UDL and co-teaching. Another handout that we would do a jigsaw activity with is, an article
on disability rights in Wisconsin, and you can find it here: http://www.disabilityrightswi.org/wpcontent/uploads/2008/09/special-ed.PDF. I think the days of assuming the special education

teacher will take care of it are over and all teachers need to be educated on the Individuals with
Disabilities Education Act and the processes regarding identifying students. The book club
would also meet periodically to discuss the different chapters.
Once the staff had been educated, it would be time to turn our attention towards the
students and their families. The students would view the same video about cerebral palsy, then
they would do a webquest on a different website, http://kidshealth.org/en/kids/cerebral-palsy.html
and share their findings with the class. We would then watch the video of Bill and have an
opportunity to speak with one of his therapists. As a very serious homework assignment students
would be required to peruse the Special Education Anti-Bullying toolkit with an adult from
home, found at:http://specialneeds.thebullyproject.com/. This assignment would require an adult
signature and their would be more information about Bill, his inclusion in the classroom and
contact information if they have any questions included. They would also be given links to all
the same resources and invited to come to a parent meeting where they would view the video of
Bill and have an opportunity to ask a panel of educators any questions they may have about Bill
and inclusion.
Once others have been educated about Bill and his condition, we would work together to
anticipate any and all barriers, accommodations, interventions and modifications. With Bills
orthopedic struggles, we would schedule his classes on the main floor, nearest a restroom.
During transitions to specials classes, Bill would have an assigned buddy that would walk at the
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same pace as Bill and have a walkie-talkie and be trained how to call for help if Bill were to fall.
This way, Bill is not hurried to get to class and also not left in long hallways by himself, and he
has a friend. Also, when others are running in gym class, Bill would have a walking buddy, and
a designated base runner for games like baseball and kickball. I would push for the gym class to
be co-taught with a special education teacher with a background in physical therapy. We would
also recruit neighbor kids and adults to walk with Bill to school and have crossing guards set up
at each intersection he may encounter.
We would look at appropriate seating options for him in all his classes, angled desks and
writing boards equipped with wider pencils and specialized grips. Also, because Bills speech
can be difficult to understand, he would be equipped with a speaking device to use, but only in
emergencies (for example quick paced review games, substitute teachers, and actual
emergencies) as we do not want it to become a crutch. Music class would be occasionally cotaught by a speech therapist and there would also be a designated instrumental group so that
Bill could be musical without having to sing if that were an issue.
Bill would also utilize technology to accommodate several barriers. Due to his paralysis
in one hand, Bill would have a modified keyboard during typing activities and also a speech to
text option for long responses. He would also have most of his literature on some sort of device
so that turning pages would not be an issue. I think it would be appropriate during reading
groups, if all students in Bills group were able to use electronic devices to read their material,
thus making it more desireable to be in his group. Ideally, all of his classes would be co-taught
by various specialists and all lessons be created using a Universal Design for Learning
mindframe. These are some of the different academic accommodations we would have in place

for Bill before he arrived. We would meet and encourage staff members to always be
considering possible barriers, accommodations, modifications and interventions that may arise.
We would also have to consider a plan that targets social integration and extracurricular
activities. I think assigning the different buddies for his academic accommodations is one step.
He would also have a buddy who helps him with his lunch in the cafeteria and recess equipment
that he could safely utilize would be available, like a special swing and the absence of woodchips
or other loose materials used to fill playground areas. Instead we would use turf or rubber
matting that is safer for everyone. As part of a follow up to the anti-bullying toolkit, we would
start a peer advocacy program. This type of program would educate students on the dynamics of
bullying and appropriate ways to intervene. This would help to reduce bullying throughout the
entire school.
After school we could have a a baking club, that sells baked goods to staff members on
Friday. This would take quite a crew of children and staff to maintain and be successful with.
Another after school club that Bill could attend would be a lego club, this would help with his
fine motor skills and also promote social interaction. One last school club that Bill could be
involved in would be a school newspaper. Bill may have a strong interest in something that
deserves to be reported. He could also write about the business updates for their cookies, or
maybe he would be into graphic design of some sort. Outside of school, depending on what
religion Bill is, he could be involved in a local youth group.
In La Crosse there are also organizations like the Parks and Recreation Department, Boy
Scouts, YMCA and Boys and Girls Club that all host a wide array of activities that Bill could be
involved in. The Parks and Recreation department has classes, activities and field trips for

people with special needs, and even a young athletes program that encourages children of all
abilities to play organized sports together. Bill could also stay busy with the Special Olympics in
the springtime. This would be a great time to showcase his strong will and determination! The
Boys and Girls Club has a great mentoring program that Bill could be involved in. The YMCA
also offers sports classes targeted towards children and adults with special needs that he could be
involved in. One last organization that Bill may be interested is NASA, North American Squirrel
Association. This is an organization that helps elderly and differently abled people enjoy the
outdoors. Their website is: http://www.nasasquirrel.org/. La Crosse has many resources for
people with special needs, more than many other places we have lived. We have even
encouraged my husbands brother with CP to move here because he would be able to live
independently with the help of all the different community resources that are not available where
he currently resides.
I believe Bill and his family would be very happy here in La Crosse as well. I would
work very hard to make sure his school life is very engaging and fulfilling. Educating staff on
Bill himself, and also how to create an inclusive school would be one step. Following that, we
would educate students and their families about Bill and what his arrival means to them. We
would work together to identify academic and social accommodations to encourage education
and socialization of everyone involved. Finally, we would provide Bills family with countless
opportunities to keep Bill involved and engaged outside of school. Those are all the different
ways I would work to create inclusive opportunities for Bill, or any other student with
exceptional needs to crosses my professional path.

Works Cited
B. (2015). CP in the Classroom. Retrieved April 28, 2016, from https://www.youtube.com/watch?
v=n1i1MoNlzYE
Cerebral Palsy. (n.d.). Retrieved April 28, 2016, from http://kidshealth.org/en/kids/cerebral-palsy.html
CerebralPalsy.org | Help, Resources for Children with CP. (n.d.). Retrieved April 28, 2016, from
http://www.cerebralpalsy.org/
Helping the Elderly and Physically Challenged Enjoy the Outdoors. (n.d.). Retrieved April 28, 2016,
from http://www.nasasquirrel.org/
C. C. (2012, December 14). Inclusion. Retrieved April 26, 2016, from
https://www.youtube.com/watch?v=x8TnKi_YblQ
Introduction to Co-Teaching: A Model for Effective Instruction for All Students Kevin Schaefer
Debra Herburger [email protected] [email protected] J. (n.d.). Retrieved April 28, 2016, from
http://slideplayer.com/slide/5282659/
Specialneeds.thebullyproject.com. (n.d.). Retrieved April 28, 2016, from
http://www.easycounter.com/report/specialneeds.thebullyproject.com
U. (2010). UDL At A Glance. Retrieved April 28, 2016, from https://www.youtube.com/watch?
v=bDvKnY0g6e4
Villa, R. A., & Thousand, J. S. (2005). Creating an inclusive school. Alexandria, VA: Association for
Supervision and Curriculum Development.
J. S. (n.d.). Special Education. Wisconsin Coalition for Advocacy.
doi:http://www.disabilityrightswi.org/wp-content/uploads/2008/09/special-ed.PDF