Inclusionary Practices Frequently Asked Questions

In June, 2023, the WS/FCS Board of Education was given an update on the district’s plans for strengthening inclusionary practices for students with disabilities in our schools. As the district plans for next year’s vision of Deeper Learning and improved outcomes for all students, data and feedback show the district must place a special focus on students with disabilities. 

Please watch a  video message from WS/FCS Superintendent Tricia McManus about the upcoming vision and what it means for all students, specifically students with disabilities.  Additionally, please review the Superintendent’s letter to the greater WS/FCS Community about these efforts. 

There is also a new edition of the superintendent’s podcast Let’s Talk - Conversation on Inclusive Instructional Practices.  It includes helpful information, questions and answers with nationally recognized facilitators that are supporting WS/FCS.  Doctors Diane Ryndak and Debbie Taub along with the WS/FCS Chief Academic Officer, Dr. Paula Wilkins, guide the easy-to-understand conversation that will answer many questions you may have.  

You can also review the WS/FCS multi-year road map that summarizes the plans for moving ahead.

We have also compiled a list of frequently asked questions from parents and you can find the questions below. Just click on the question to reveal the answer. 

We look forward to providing more updates on how the district will continue to improve the supports for our students and staff in WS/FCS while improving outcomes for all students.

What are inclusive instructional practices?

Inclusive instructional practices recognize that special education is a service and not a place or program. It focuses on general and special educators working together to collaboratively support the needs of all students. The goal is to provide supports for all students and improve their learning outcomes.

What do inclusive instructional practices mean for all students?

Inclusive instructional practices include teaching strategies such as teacher collaboration, student-centered planning and focus, and more cooperative and small group instruction. Research has shown that:

• Students with extensive support needs perform better when included in general education classes for the majority of the day.

• Students without IEPs who are struggling in class have more growth in inclusive classes.

• Students who are doing well in class continue to do well, if not better in inclusive classes, and

• Students who are gifted continue to do just as well in inclusive classes. 

Is this work about all students with IEPs? What about those students who have historically gone to separate, special education schools or programs or worked on a certificate of completion rather than a diploma?

Yes. All means all. Federal law states that all students should be educated with their same age peers to the greatest extent possible. The student’s IEP team will discuss what that means for each individual student. 

• To learn more about family rights and federal law (IDEA)

How are inclusive instructional practices different from the Winston-Salem/Forsyth County Schools' current services for students with disabilities?

• WS/FCS’s core values remain the same: 

  • Student-centered

  • Accountability 

  • Collaboration

  • Equity

  • High Expectations

  • Integrity

Inclusive instructional practices are the next step in continuing to improve how we live those values for all of our students. 

• Historically, students with disabilities have had fewer choices about where they can go to school to get the services they need because we have focused on “programs” instead of “services”. All students and their families should be able to go to the same school they would attend if they did not have a disability. Inclusive instructional practices is a shift in how we support teachers and principals so they can better meet the needs of all students, including those with disabilities.

What should teachers know about how this will impact their work?

Both general education and exceptional children teachers will be working together to meet the needs of all students. The WS/FCS district will provide ongoing support and professional learning opportunities to increase shared understanding of inclusive instruction and collaborative practices and how to best meet the needs of all students.

How will the district work to make sure students understand and use kindness in their treatment of students with disabilities?

WS/FCS’ core values are a part of who we are and what we instill in our students. As we work with each of our schools we will be building capacity to create and celebrate all students as equal and valued members of their class. It is important to note that experts in the field have consistently found that students without disabilities are often the most effective at including their peers with disabilities. 

Is the district considering ways to also make sure students with disabilities are getting similarly inclusive activities ie. sports, or other opportunities?

Yes! Our focus is on building an inclusive system where all students have equitable opportunities.

How will the district work to ensure general education teachers do not get even more burnt out?

WS/FCS district appreciates all of our educators and school personnel and how hard they work. We are restructuring district systems to improve ongoing support for teachers and administrators to meet the needs of all students.

Will inclusive instructional practices add more responsibility to teachers?

WS/FCS teachers are responsible for teaching all students. It is not a change in their responsibility, it is a change in how we meet students’ needs. Throughout this shift, WS/FCS will work closely with all school personnel to support our continuous learning.

What will this look like in fall 2023?

We will continue training district-level staff to provide on-going support to schools and work with schools, teachers, and leaders to start our phased implementation.

• Align policies and practices

• Develop an inclusive support structure with initial schools

• Build district and school staff capacity to collaborate and meet the needs of all the students in inclusive general education classes

What training and support will teachers, administrators, support personnel and families be provided?

This work has already begun. District personnel are reviewing our policies and structures to align them to inclusive practices and then shifting our educator, administrator, and support personnel to build school capacity.  Supports will include universal professional learning opportunities, targeted support, and intensive job-embedded coaching. 

We have understood families’ call for more communication and clear guidance and expectations. Building off of our family focus groups, we are developing on-going workshops and information sessions to respond to their questions and needs. We are also revising of handbooks and materials so they are easier to read and understand for families and the community.

Will inclusive practices devalue the role of the EC teacher?

No. The role of the EC teacher as well as the general education teacher are both critical roles in inclusionary practices. Each plays a role in providing services to our students. The EC teacher comes with many strategies to support Universal Design for Learning and many General Education teachers have a lot of content knowledge about subject matter. Both are essential to ensuring the best quality of education and services for our students with disabilities.

Many students with Extensive Support Needs (ESN) require additional teacher assistant (TA) support, moving to Inclusionary practices what will TA or other paraprofessional support look like to support students?

We will be individually looking at each student and each school’s needs to ensure that all students have the supports and services they need. We will also be rethinking what supports mean for each student and how staffing needs might need to change to meet that need. Teaching assistants are an important part of this support, but they are not the only support.

How will EC Facilitators (ECF) continue to better support EC teachers?

The role of the EC Facilitator is to support and assist schools and teachers with assistance on problem-solving related to instructional best practice as well as serving in consultation related to documentation for services. This will remain the role of the ECF. With the move to Inclusionary practices, the goal will be for the ECF to work with the district-based and school-based coaches to provide optimal support services for our students and embedded professional development and support for our educators.

Will inclusionary practices reduce the number of EC teachers?

No. EC teachers are allotted based on the level of needs and services of students. School staffing numbers will continue to be based on the services to be provided to students.