To provide equal access to education for all students

To create a one-size-fits-all curriculum for all students

To segregate students with disabilities from general education classrooms

To focus on academic achievement at the expense of social and emotional development

Teaching all students the same content and skills at the same pace

Providing students with different learning materials and activities based on their individual needs

Creating a separate curriculum for students with disabilities

Focusing on rote memorization and drill-and-practice activities

Designing learning environments and materials to be accessible to all students

Creating separate learning environments for students with disabilities

Focusing on traditional teaching methods and materials

Ignoring the individual needs of students

Teachers working independently and communicating only with their students

Teachers collaborating with each other, parents, and other stakeholders to support students

Parents being responsible for their children's education without involving teachers

Students working in isolation without any support from teachers or peers

Assessing students only at the end of a unit or course

Using standardized tests as the sole measure of student progress

Continuously assessing student progress and making adjustments to instruction as needed

Ignoring student feedback and assessment data

Teachers advocating for their own interests and benefits

Parents advocating for their children's education and rights

Students advocating for their own learning needs and preferences

Ignoring the voices and concerns of students, parents, and teachers

Placing students with disabilities in the most restrictive setting possible

Educating students with disabilities in general education classrooms to the maximum extent possible

Creating separate schools and classrooms for students with disabilities

Excluding students with disabilities from school altogether

Creating a competitive and stressful learning environment

Ignoring the social and emotional needs of students with disabilities

Providing students with the necessary accommodations and modifications

Expecting students with disabilities to succeed without any additional support

Using technology to replace teachers and eliminate the need for human interaction

Using technology to create a one-size-fits-all learning experience for all students

Using technology to provide students with disabilities with access to assistive technology and other tools

Ignoring the potential benefits of technology for students with disabilities

Ignoring the voices and opinions of students with disabilities

Making decisions about their education without consulting them

Involving them in discussions and decisions related to their education

Expecting them to passively accept whatever decisions are made for them

Providing teachers with training on how to exclude students with disabilities from the general education classroom

Focusing on traditional teaching methods and ignoring the needs of students with disabilities

Providing teachers with training on how to effectively teach students with disabilities in inclusive settings

Expecting teachers to teach students with disabilities without any additional support or training

Creating a school environment that is hostile and unwelcoming to students with disabilities

Ignoring the social and emotional needs of students with disabilities

Creating a school environment where students with disabilities feel safe, respected, and included

Expecting students with disabilities to adapt to a school environment that is not designed to meet their needs

Ignoring data and making decisions based on assumptions and biases

Collecting data but not analyzing it or using it to inform decision-making

Collecting and analyzing data to identify areas where students with disabilities need additional support

Using data to create a one-size-fits-all curriculum for all students

Ignoring feedback and continuing to use outdated and ineffective practices

Focusing on short-term results and ignoring the long-term impact of educational practices

Continuously reflecting on and improving curriculum and instructional practices to ensure that they are effective for all students

Expecting students with disabilities to adapt to a curriculum and instructional practices that are not designed to meet their needs