Brittni Sammons is a Professional Learning Coordinator with the Maryland Coalition for Inclusive Education (MCIE), bringing a wealth of experience from her past roles as a special educator, assistant principal, and inclusive education facilitator. Before joining MCIE, she served the Calvert County Public Schools, where she played a pivotal role in partnership with MCIE to further inclusive practices. Later, she became a supervisor of instructional performance, focusing on culturally responsive instruction. Brittany’s dedication is driven by a belief in every student's need to develop a sense of belonging within inclusive educational communities.
Episode Summary:
In this engaging episode of Think Inclusive, Tim Villegas, joined by his colleague Brittni Sammons, delves into one of the most frequently asked questions in inclusive education: scheduling. The podcast promises a practical exploration of how inclusive education can function effectively within the framework of school scheduling, emphasizing the concept of "natural proportions."
The conversation unravels common misconceptions about inclusion, such as the over-reliance on "co-taught" classrooms. Brittni and Tim advocate for spreading resources evenly across classrooms, ensuring students with disabilities are included naturally within the school community. They highlight the importance of understanding students’ strengths, services, and the supports needed, discussing strategies like "targeted" co-teaching which allow for dynamic support based on evolving needs. This detailed exploration aims to dispel myths and demonstrate a more efficient, community-integrated model for special education.
The principle of "natural proportions" ensures students with disabilities are naturally included in classrooms based on the proportion of students with disabilities in the general population.
Effective inclusive education requires strategic and collaborative planning among general and special educators to meet individual student needs.
Different models like "co-targeted" and "consultative" relationships offer flexible, collaborative ways to deliver special education services without relying solely on co-taught classrooms.
Educators can adapt the inclusion model through phases—grouping students, assigning support roles, and building master schedules tailored to the school’s needs.
Reflective practices and adaptive measures can lead to more significant educational advances and a stronger sense of community belonging for students.
Podden och tillhörande omslagsbild på den här sidan tillhör MCIE. Innehållet i podden är skapat av MCIE och inte av, eller tillsammans med, Poddtoppen.
