- Planning
- Teaching
- Practical Tips & Accommodations
Checklist: Planning and Facilitating an Inclusive Lesson
This lesson planning list can support you in building a lesson that is inclusive and engaging for all students. If you’re not sure your lesson achieves one of the items listed, or if you want to strengthen a skill you already have, click on a link to explore a resource related to the topic.
Not every question will apply to every lesson, and that’s okay. This resource is designed to support you in continuing to grow your teaching practice in Integrated Co-Teaching (ICT) settings.
- Am I incorporating Universal Design for Learning Elements?
- Do I have multiple entry points for students to make choices, self-regulate, and bring in their interests?
- Have I incorporated multiple modes of sharing information (e.g., visual, text, movement, etc.)?
- Have I designed activities to support students in achieving the goals co-created with students and the goals co-created with the Classroom Professionals?
- Does the lesson plan use structures and strategies to support students’ individual abilities and needs?
- Have I planned to incorporate common ICT classroom tools or technology that will set my students up for success (e.g., mood meter, visual agenda, timer, etc.)?
- Have I planned inclusive language and directions?
- Have I created a plan to engage the Classroom Teacher(s), Paraprofessionals, and other adults in the room?
- Do I understand the roles of Paraprofessionals in the classroom?
- If applicable, have my Co-Teaching Artist and I planned our TA team teaching model or strategy?
- Do I have strategies to support students with disabilities?
- Have I taken time to create a stigma-free classroom?
- Have I structured clear transitions with ample time?
- Have I planned to vary strategically between individual, small-group, and large-group work?
- Have I incorporated behavior management strategies and classroom management practices to help students stay on track?
- Do I have a plan for how to navigate challenging situations that may arise?
- Have I created a plan for preventing sensory overstimulation?
- Have I thought of how to arrange students in the space for success?
- Have I built in multiple ways to reflect throughout the lesson plan?
- Do I have a plan for my own self-reflection/assessment after the lesson?
- If I’m working in a residency model, do I have a plan for a mid-residency reflection/assessment and end-of-residency reflection/assessment for myself and my partner, if applicable?
- Have I designed my curriculum to be inclusive and representative?
- Have I taken time to create a stigma-free classroom and consider the intersectionality of my students’ identities?
- Am I being inclusive and respectful in my language?
- Do I have a basic understanding of the history of disability rights and education in the United States?
- Have I gathered key information during the planning meeting, like what platform the class will meet on and who will send out links to sign in?
- Am I ready with tools and strategies to support students’ online access needs?
- Have I set up clear expectations for how students should engage online?
- Have I created a plan for preventing sensory overstimulation during remote learning?
- Have I created roles for the Classroom Teacher(s), Paraprofessionals, and other adults in the virtual room, like modeling an activity or monitoring the chat?
- For longer classes, have I included breaks from screen time or other ways to shake up student energy?
- If my lesson includes asynchronous videos, have I checked that the videos are recorded and edited to meet diverse needs?
- Have I included moments of mindfulness or other rituals to support students’ social and emotional well-being?
If you found this resource helpful, download the printable PDF version of this checklist below.
