Picture one guidebook that gives you the fundamentals of inclusion, proven practices for teaching everyone, and dozens of student profiles and sample lesson plans. That’s what you’ll get in Picture Inclusion!, your theory-to-practice guide to teaching every learner in a diverse inclusive classroom.

You’ll begin with a reader-friendly introduction to the why and how of inclusion in Grades K–5, including the foundations of inclusive education and guidelines on key concepts: universal design for learning, response to intervention, alternate assessment, and more. Then you’ll go inside three model classrooms for an in-depth look at how to support students with a wide range of learning needs. For each model classroom, you’ll find

•Snapshots of 20 diverse students and their teacher. Each snapshot introduces you to a student, clarifies their support needs and goals, shows you their IEP or 504 plan (if they have one), and shares a support schedule and concrete strategies for helping the student reach their goals.

•Eight sample lesson plans for teaching core academic areas and specials. Each plan gives you learning objectives, preparation steps, sample scripts, and step-by-step teaching guidelines.

•Dozens of adaptable inclusive practices to support individual students and groups. (Also available in the appendix as an Inclusive Practices Bank!)

Brimming with the practical tools and wisdom you need to create lessons that support every learner, this hands-on, how-to resource will help you move inclusion from a lofty ideal to an everyday reality.

About the Author

Whitney H. Rapp, Ph.D. is an Associate Professor of Inclusive Education at St. John Fisher College, where she teaches courses on inclusive education pedagogy, assessment, and classroom management. Dr. Rapp holds a bachelor’s degree in elementary education and psychology from the State University of New York at Potsdam and master's and doctoral degrees in special education from Michigan State University.

Dr. Rapp's current research interests include universal design for learning throughout the school years and college, as well as strategies for executive functioning. She is the author of the textbook Universal Design for Learning: 100 Ways to Teach All Learners (Paul H. Brookes Publishing Co., 2014) and coauthor of the textbook Teaching Everyone: An Introduction to Inclusive Education (coauthored with K. L. Arndt; Paul H. Brookes Publishing Co., 2012). Dr. Rapp presents at local, state, national, and international conferences on universal design for learning and inclusive education pedagogy.

Katrina L. Arndt, Ph.D. is a Professor of Inclusive Education at St. John Fisher College. She teaches courses on educational technology, inclusive education pedagogy, assessment, and upper elementary literacy. Dr. Arndt earned her bachelor's degree in philosophy from Grinnell College and master's degree in Educational Psychology from the University of Minnesota. She completed a Certificate of Advanced Study (C.A.S.) in Disability Studies and Ph.D. in Special Education at Syracuse University.

Dr. Arndt's research interests include qualitative research, participatory action research, and the least restrictive environment. She is the co-editor of the collections Foundations of Disability Studies and Emerging Perspectives on Disability Studies (co-edited with M. Wappett, Palgrave Publishing, 2013) and co-author of Teaching Everyone: An Introduction to Inclusive Education (coauthored with W.H. Rapp; Paul H. Brookes Publishing Co., 2012).

Dr. Arndt has served as an expert for school districts and the U.S. Attorney’s office on issues related to the least restrictive environment, and she presents locally and nationally on issues related to inclusive education.

Susan M. Hildenbrand, Ed.D. is an Associate Professor of Inclusive Education and the Associate Dean of the Ralph C. Wilson, Jr. School of Education at St. John Fisher College. She teaches courses on inclusive education pedagogy, assessment, and classroom management. Dr. Hildenbrand earned her bachelor's degree in elementary education from the University of Michigan and her master’s degree in reading and learning disabilities from DePaul University. She received her doctoral degree from the University of Rochester in teaching and curriculum. Dr. Hildenbrand's research interests include positive classroom management, student teaching, and service learning, and she presents local and nationally on these topics. She has also created and delivered professional development training sessions on trauma-sensitive pedagogy and instructional strategies for more than one hundred in-service teachers and administrators in the region.

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