The INCLUDE strategy is based on two key assumptions. First, student performance in school is a result of the interaction between the student and the instructional environment. Second, by carefully analyzing students learning needs and the specific demands of the classroom environment, teachers can reasonably accommodate most students with special needs in their classrooms. There are seven steps in the INCLUDE strategy. Identify environmental, curricular, and instructional classroom demands. Note students learning strengths and needs. Check for potential areas of student success. Look for potential problem areas. Use information gathered to brainstorm instructional adaptations. Decide which adaptations to implement. Evaluate student progress. .
The first step is Identify environmental, curricular, and instructional classroom demands. Because the class environment significantly influences what the students learn, analyzing classroom requirements allows teachers to anticipate or explain problems a student might experience. By changing the environment, teachers can solve or lessen the impact of these learning problems. Common classroom demands may relate to classroom organization, classroom grouping, instructional materials, and instructional methods.
The second step is to note the students learning strengths and needs. Students with disabilities are a very heterogeneous group, a label cannot communicate a students learning profile. For example, students with cognitive disabilities can learn many life skills and learn independently, where others need daily assistance. Also remember that students with disabilities are more like their peers without disabilities than they are different. They still have patterns of learning strengths and weaknesses. .
The third step is pretty simple. Check potential areas of the student's success. Look for strengths in both academic and social-emotional areas.