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Inclusion: A Fresh Look

Practical Strategies to help All Students Succeed


Extended Annotated Bibliography:
Tilton, Linda. Inclusion a Fresh Look. Shorewood, MN: Covington Cove Publications,
1996.

Print.
I found Linda Tiltons book a very applicable and relevant read personally. As

a special education team teacher teaching in a partial to full inclusion setting high
school it gave me perspective and a great frame of reference to apply certain
strategies and activities to make inclusion successful for all students, as well the
teachers and staff involved in this initiative.
To support her basis of how to include all students the author provides
several examples of how to include students with special needs in many different
scenarios. She outlines the expectations of inclusion and specifically how to
implement in many areas and scenarios including reading and math tasks. There
are numerous learning activities given for an array of different learning levels that
can be easily adapted into the inclusion setting with different level learners. The
activities demonstrate that all students can be participating in the general
education classroom, even if those opportunities look different from one student to
the next based on their individual needs.
One of the activities that inspired me to use in our inclusive chemistry class was
the Hit the Buzzer review game. This game encourages all students to respond and
become actively involved. Students can hit the buzzer when they have the review
question response. It meets students with ADHD learning style as well which is a high
percentage population in our classroom. What I also found beneficial was the modified
and accommodated assignments for the general education classroom and an
explanation on how it benefits and meets students with special needs learning styles. In
viewing examples of adapted classroom assignments and activities I was reminded to
focus on the learning objective, instead of the path taken to get the student to achieve
the learning objective. Or to adapt assessment format to compliment the students
strength. For example if they are an objective learner, adapt the test from a short answer
format to a multiple choice assessment.

In conclusion this book was very supportive and invigorating as a special


education team teacher in the general education setting. Through this book I feel I
have been exposed to a realistic and refreshing approach to inclusion in the
classroom for students with special needs. I intend to follow up on the materials I
have read by using some of the learning activities outlined in this book and using
some of the modification examples for future reference as I adapt student
assignments in the general education setting. I also intend on collaborating and
sharing some of this information with my co-teacher as well as special education
department team teachers as a frame of reference for adapting content and
activities while supporting students with special needs in the inclusive setting.