SWIFT Talk Blog

Re-imagining Education

Filtering by: Mary Schuh

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Transitioning to an Inclusive Setting: Five strategies for districts, schools, and families

For his first five years in public education, Simon attended a self-contained classroom in the school across town with other students who were labeled with “intellectual disabilities.” Every school day, a bus des

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SWIFT Talk Submission Guidelines

Do you like to write and have a story to share about equity-based inclusive education? SWIFT welcomes submissions that advance the practice of equity, excellence, and All Means All.

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What Comes First - Educational Placement or Student Labels?

Inclusive education has little to do with the labels and characteristics of students and everything to do with the commitment, creativity, and flexibility of educational teams.

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Teaching Real Life Functional Skills (in English & Spanish)

Thirty plus years of educational research informs us that by immersing students in the richness and diversity of an inclusive educational experience, students are more likely to learn important life skills.

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"SWIFT in 60" Films Now Available

SWIFT filmmaker Dan Habib has filmed inclusive schools in action so that others can learn more about SWIFT features. Let us know what you think!

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Inclusive Education Featured on NPR's "All Things Considered": Teaching "Survival" Skills in the General Education Classroom

The SWIFT Center responds to NPR's "All Things Considered" story on inclusive education.

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A Unity of Purpose

These reform initiatives result in states, districts, and schools examining and modifying their practices to better support students; however, the U.S. still falls short.

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Helping or Hovering? The Role of the Paraprofessional--Top Eight Tips for the Inclusive Classroom

How do paraprofessionals achieve a balance between providing hands-on support for students with disabilities and inadvertently interfering with their social relationships, independence, and academic learning?

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Capturing SWIFT: Filming at Knowledge Development Sites Willard and WISH

Both schools worked to ensure community involvement, natural proportions of students with and without disabilities, and special and general education co-teaching.

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