Inclusive Instruction Designed for Every Learner
Inclusion classrooms have had an incredible impact on student growth, both academically and socio-emotionally.
At Walter Woodward Elementary, 1st grade teacher Heather Anderson watched as her young student struggled to play with a hula hoop during recess. With the hoop at her feet, the student stared down hesitantly, appearing to give up on the idea of hula-hooping. Suddenly, her classmate approached and exclaimed, “Got you!” as she wrapped a hula hoop around the lone student. “Let’s play!”
Before she knew it, Mrs. Anderson turned around to find a train of students from her class, each inside the hula hoop of a friend in front of them, forming a long, lively chain. An adult walking by might notice a student or two in this group with a perceivable disability, but in Mrs. Anderson’s class, that doesn’t stop the learning, and it sure doesn’t stop the fun. Everyone works together, and no one is left behind.
This heart-warming landscape reflects inclusive teaching practices; an instructional strategy honed through district-guided professional development, setting teachers up for success as they support students with unique and diverse needs. These practices bring students together, regardless of their differences, so they can be equally challenged, equally motivated to grow, and most importantly, equally educated.
In the 2025-26 school year, Walter Woodward Elementary launched a school-wide inclusion initiative to increase the time students with disabilities spend in general education classrooms. By Spring 2026, students at Walter Woodward were joining their general education class 71% of the time, meaning that the majority of their school day was spent learning alongside their peers—with equal access to the same curriculum and equal access to work that challenges them, based on their specific needs.
In Mrs. Anderson’s 1st grade classroom, students with disabilities are fully immersed, 100% percent of the time. Mrs. Anderson co-teaches alongside an Education Specialist, Mrs. Sarah Smith, creating a highly supportive inclusion class where any student who needs extra help or is ready to be challenged further has dedicated guidance.
At Walter Woodward Elementary, students with disabilities are in general education classrooms 71% of the time.
This practice is transforming outcomes for all students at Walter Woodward. In Mrs. Anderson’s classroom, general education students achieved a 14% increase in English Language Arts (ELA) scores, a milestone that led to the majority of her students receiving the school’s Growth Award. Across campus, students with disabilities experienced a 7% increase in ELA achievement (Source: MAP Assessment).
This incredible growth reinforces what many special education professionals have long known: Students with disabilities are capable of being challenged and successful in general education classes.
Senior Director of Special Education Dr. Jody Burriss has been a long-time champion of this inclusion philosophy and is working closely with all schools to ensure it becomes the norm. The phrase “Special
Education is a Service, Not a Place” has already become common language across the district with administrators and educators alike.
“It is really critical for all students to feel accepted and have the opportunity to be with peers so that
they can learn and grow, not only academically, but socially and emotionally,” stated Dr. Burriss.
District-wide in 2025-26, inclusion initiatives have shown significant positive impacts on students.
- 54.5% of MUSD students are in the General Education environment at least 80% of their day.
- 77% of MUSD students are in the General Education environment at least 40% of their day.
- 99% of all MUSD students are included in some portion of General Education.
Through this Collaborative Teaching Model, “The rigor is there for all, and everyone is getting what they need,” said Dr. Burriss. This equal opportunity not only supports students' academic outcomes but also prepares them for higher education and life beyond school.
The successes of inclusive teaching at Walter Woodward hint at the opportunities ahead for our students. From playground hula-hoop trains to making the world a better place, our inclusion model is a promise of equity – one Manteca Unified will continue to champion.