Gen Test

Community Value of Inclusive Mindset

Teachers in my school feel prepared (e.g., supports, resources, training) to teach in an inclusive school/classroom.
The school community values inclusive practices to support the academic achievement of students with learning differences.
The school community values inclusive practices to support the social growth of students with learning differences.
I play an important role in ensuring that all students feel a sense of belonging in my classroom and the school community.
Parent/caregiver communication and involvement are key to successful, authentic inclusion.
How confident do you feel about your ability to collaborate with other professionals to design educational plans for students with learning differences?
To what extent do parents/caregivers of students with learning differences advocate for their children to be included academically in the school?
To what extent do parents/caregivers of students with learning differences advocate for their children to be included socially in the school?
The school collaborates purposefully with community organizations to support students with learning differences.
Parents/caregivers of students with learning differences in my school access community organizations to help support their children.
I am an important link between families and community organizations.
Parents/caregivers of students with learning differences at the school are supportive of inclusive classrooms in which all students learn together regardless of specific learning needs.
Parents/caregivers of students without learning differences at the school are supportive of inclusive classrooms in which all students learn together regardless of specific learning needs.
To what extent does administration at the school support teachers and families to ensure students with learning differences are included academically?
To what extent does administration at the school support teachers and families to ensure students with learning differences are included socially?

Creating Inclusive Mindsets

How effectively does your school promote inclusivity and compassion among students and staff?
Students from diverse backgrounds (e.g., race, ethnicity, gender identity, disability) are represented and included equally in school activities and leadership roles.
How often do you observe or experience incidents of discrimination or exclusion based on individuals’ differences within the school community?
How well does the school support students with learning differences?
Staff believe that differences in abilities, backgrounds, and identities enrich the school community.
Students believe that differences in abilities, backgrounds, and identities enrich the school community.
How often do your students question inclusive practices you are using?
How often do you encounter resistance or reluctance among staff when discussing and implementing inclusive practices?
How comfortable are you considering or discussing viewpoints about inclusion that differ from your own?
How comfortable are you addressing and challenging mindsets that perpetuate exclusion or discrimination at school?
How often are staff encouraged to reflect on their own biases and stereotypes in order to promote a more inclusive mindset?
How often are students encouraged to reflect on their own biases and stereotypes in order to promote a more inclusive mindset?
How well does the school challenge negative mindsets about differences and diversity?
How often do staff meetings address factors affecting various student populations, such as disability, culture, economics, etc.?
To what extent do you believe that the school provides the necessary tools, resources, and information (e.g., educational materials, training, support networks) to help students and staff develop inclusive mindsets?
How well does the school communicate the importance of developing inclusive mindsets to students and staff?
How confident are you in your ability to foster inclusive mindsets among your students?
My school does a good job of ensuring that our entire school community is aware of our written policy about inclusion.

Intention To Teach Inclusively

I feel prepared to teach in an inclusive classroom.
How challenging is it to work with students with learning differences in an inclusive classroom?
How confident are you in your ability to meet the needs of students with learning differences in an inclusive classroom setting?
Teaching in an inclusive setting increases my workload.
Including students with learning differences in my classroom benefits other students academically.
Including students with learning differences in my classroom benefits other students socially.
Inclusive practices provide more opportunities for students with learning differences to achieve academically.
Inclusive practices provide more opportunities for students with learning differences to grow socially.
All students, regardless of their abilities, should be taught in regular classrooms.
All students can learn in inclusive classrooms if educators have the willingness, support, and resources to adapt the curriculum.
Please indicate your confidence level for integrating each of the following inclusion practices in your classroom: Differentiating lessons for students with learning differences Creating Individual Education Plans (IEPs) and 504 Plans Following Individual Education Plans (IEPs) and 504 Plans Meeting the academics needs of students with learning differences Meeting the social needs of students with learning differences Meeting the academic needs of students without learning differences Creating a classroom culture of acceptance Creating a classroom culture of belonging Managing challenging behaviors Supporting students’ social and emotional needs Assessing individual student learning
I need more support and resources to implement inclusive practices effectively in my classroom.
Integrating inclusive practices into my teaching makes me a more effective educator for all of my students.
When I have questions about supporting students with learning differences, I know where to find the information I need.
When I need help supporting students with learning differences, I know where I can get assistance.

Knowledge of Learning Differences

How confident are you about your understanding of learning differences?
How confident are you in explaining the features of various learning differences to colleagues?
Rate your familiarity with each of the following accommodations for students with learning differences: Extended time on assessments (e.g., tests, quizzes, exams) Extended deadlines for assignments Alternative test/assessment space Push-in/pull-out support Closed captioning Clarified instructions Use of graphic organizers Preferential seating Use of calculator Use of voice-to-text software Use of computer for writing assignments (e.g., essays, reports) Use of computer for note taking Use of computer for assessments (e.g., tests, quizzes, exams) Administering oral assessments Reading assessments aloud to a student Creating/providing study guides for a student Allowing use of a study guide by a student
How familiar are you with the school’s policies and process for communicating with administration and parents/caregivers if there is a concern regarding a student’s learning differences (e.g., need for evaluation, adjustments to accommodations)?
I understand the differences between Individual Education Plans (IEPs) and 504 Plans.
I am able to define various types of learning differences and the variations among them.
How familiar are you with state and federal laws related to learning differences?
I am knowledgeable about the resources and strategies that are available at the school to support students with learning differences.
I am aware of the characteristics associated with various learning differences.
How confident are you in recognizing when a student should be evaluated for a learning difference?
How confident are you in implementing accommodations defined in Individual Education Plans (IEPs) and 504 Plans?
I can name various barriers to success that students with learning differences may encounter.
I am familiar with the reasons why some students’ learning differences are not identified.
I am knowledgeable about racial and ethnic disparities that exist among students with learning differences.
I understand how learning differences may present differently from individual student to individual student.

Support for Inclusive Practices

I am aware of the school’s policies and procedures that promote inclusion.
I understand the difference between push-in and pull-out supports.
How comfortable are you applying Universal Design for Learning (UDL) principles in your teaching practice?
I understand the difference between a resource room and a learning center.
I practice inclusive teaching strategies to enable students to learn in the least restrictive environment.
How confident are you in your ability to educate students with specific learning differences?
What level of formal training have you received specifically around supporting students with learning differences in the general education environment?
Do you teach with a multi-tiered system of supports (MTSS) approach?
How confident are you in your ability to teach using a multi-tiered system of supports (MTSS) approach?
I adapt social-emotional learning activities to ensure all students are able to participate and benefit as fully as possible.
How effective are the school’s existing integrated supports for students with learning differences?
The school district promotes personalized learning for all students.
I understand how Universal Design for Learning (UDL) principles support my teaching practices and benefit my students.
The administration creates barriers (e.g., policies, lack of resources) for implementing inclusive practices to support the success of all students.
The school provides resources and support for educators to integrate inclusive practices in their teaching.
My mindset about learning differences holds me back in using inclusive practices.

Value of Inclusive Opportunities

How confident are you in your ability to support students in your classroom who experience the greatest challenges?
How often do you provide intentional opportunities for students in your classroom to learn about people of different abilities, races, ethnicities, cultures, etc.?
How comfortable are you working with people of different abilities, races, ethnicities, cultures, etc.?
All students in my classroom have equal opportunities to assume roles/jobs, including students who are mainstreamed or integrated into the classroom for only part of the day.
To what extent does the curriculum promote the value of inclusion by integrating lessons about and examples of people with a range of differences (e.g., ability, race, ethnicity, culture, gender identity)?
To what extent do students of different backgrounds and abilities have equal access to extracurricular opportunities at the school?
How often do students engage in cross-cultural or cross-ability group activities?
Students of different abilities and backgrounds feel a sense of belonging and acceptance in their peer groups at school.
To what extent does the school actively address and resolve instances of exclusion or bullying that may hinder students’ sense of belonging?
How well does the school involve parents/caregivers in fostering a sense of belonging for all children within the school community?
How often do you incorporate diverse perspectives and experiences in your lessons to promote an inclusive mindset?
How often do you collaborate with colleagues to share best practices for creating inclusive and belonging-focused classroom environments?
How comfortable are you addressing issues related to discrimination, bias, or exclusion that arise among your students?
How confident are you in your awareness of disabilities?
How confident are you in your knowledge of neurodiversity?
The school has a culture in which students with differences are treated with warmth, kindness, and respect.
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