The research article “Collaborative Inclusion: IEP Team Perspectives on Supporting Students with Extensive Needs and the Implications for Teacher Preparation Programs” explores how collaborative frameworks impact inclusive education practices for students with extensive support needs. Through a multi-case study, the research examined IEP team members’ perceptions of inclusion and how coaching interventions influenced their collaborative efforts. Despite many educators viewing themselves as inclusive, the study revealed that perceptions did not always align with actual practices—highlighting a gap between intent and execution.
For FASD Instructional Coaches, this research reinforces the importance of structured collaboration, coaching interventions, and intentional planning when supporting educators working with students with FASD. Key takeaways include:
• Bridging the Inclusion Gap: Educators may believe they are inclusive, but without clear strategies and support, students with FASD may still face exclusion or ineffective modifications. Coaches can help translate inclusive ideals into actionable strategies.
• Encouraging Universal Design for Learning (UDL): The research highlights how modifying grade-level curriculum—rather than defaulting to lower-level materials—is essential for student growth. Coaches can guide educators in using UDL strategies to ensure meaningful engagement.
• Sustained Coaching & Planning: Quick planning meetings and collaborative frameworks led to improved communication. FASD Instructional Coaches can implement similar coaching models to support ongoing educator collaboration and inclusive practices.