For third-grader Dylan Rose Early, some of the most meaningful moments in her school day are found on a simple chart posted in teacher Joey Courtwright’s classroom, a chart that maps out when she joins her peers for lessons, art, lunch, and play. Since entering Courtwright’s inclusive program, Dylan’s mother says the experience has been “a game changer,” helping her daughter grow socially, emotionally, and academically.
During "Inclusive Schools Week" held December 8 - 12, the Bucks County Intermediate Unit (Bucks IU) highlighted classrooms across Bucks County where inclusive practices like these were helping students build confidence, friendships, and a true sense of belonging.
Inclusive Schools Week is an opportunity to shine a light on the work that happens every day in our classrooms,” said Dr. Mark Hoffman, Bucks IU Executive Director. “The benefits of inclusion reach beyond the students receiving special education services and help strengthen the entire school community. Inclusion fosters empathy, encourages collaboration, and supports flexibility. Teachers become more skilled at meeting a wide range of student needs, and students gain a deeper understanding and appreciation of different perspectives.”
Inclusive Learning Begins Early
For many students, inclusive support starts in the Bucks IU’s Early Childhood Program. The agency operates 12 inclusive preschool classrooms across Bucks County, said Dr. Roseanna Mitsch, Director of Early Childhood Programs. Each classroom typically supports 18 students and is staffed by four professionals—a Head Start or Pre-K Counts teacher and paraeducator, an early intervention paraeducator, and a shared early intervention teacher.
“Inclusion, when done correctly, is a beautiful and meaningful experience for the children receiving special education services as well as their typical peers,” said inclusion teacher Anne Marie Mullin, who has served in the role for 17 years. “It allows our students receiving early intervention services to learn a variety of prosocial skills and strategies while developing positive peer relationships, and at the same time teaches their peers acceptance, patience, and empathy.”
Mullin, who works with the early intervention team at the Bucks IU’s Lower Southampton Early Learning Center, said a growth mindset and strong collaboration are essential. “Students are there to work on their individual goals while having access to the general education curriculum and typical peer models. Strong collaboration and communication with my regular ed co-teachers, as well as a focus on mutual respect, is fundamental to the success of inclusion.”
Building Skills and Confidence in School Age Programs
For older students, inclusion continues through Bucks IU’s School Age Programs, where educators receive ongoing training in specially designed instruction, positive behavior supports, communication tools, crisis prevention, and instructional prompting.
“The Bucks IU’s inclusion practices are designed to strengthen students’ social connections, support independence and confidence, provide access to rigorous academic experiences, and prepare students for community, workplace, and post-school environments,” said Erin Carson, Bucks IU Program Director for School Age Programs. “By supporting inclusive education, the Bucks IU aims to cultivate school communities where all learners are valued, and differences are celebrated.”
Bucks IU currently operates 46 specialized, inclusive school-aged classrooms embedded within local districts. These classes typically serve six to 12 students in autistic support, emotional support, specialized learning support, or multiple disability support programs. Depending on each student’s strengths and goals, inclusion may occur during academic courses such as English, math, science, and social studies, during related arts classes including art and music, and throughout daily routines such as lunch, recess, assemblies, and field trips.
Inclusive Learning in Action
At Snyder-Girotti Elementary School in Bristol Borough School District, Bucks IU special education teacher Joey Courtwright’s class serves as a home base for seven students in grades 3, 5, and 6. The large schedule board in the classroom tracks where and when each student joins inclusive classes throughout the day—science, social studies, related arts, lunch, and recess among them.
“I think everyone benefits from inclusion,” Courtwright said. “Students learn to interact with someone who is different from them. Patience, problem-solving, and compassion are a direct result.”
For third-grader Dylan Rose Early, the benefits have been transformative. Dylan joined Courtwright’s class after being diagnosed with Autism and ADHD, her mother, Lana Early, said. “It’s been wonderful. I like the inclusiveness of the program. I think it’s important she plays with her peers and learns the same things they do. It’s a vital part of her progression.”
Early encourages other parents to consider inclusive options. “Take the leap and you will be caught with open arms,” she said. “It is such an important program to have, and it makes a difference. It made a difference in our family’s lives.”
