• Inclusionary Practices Frequently Asked Questions


    In June, 2023, the WS/FCS Board of Education was given an update on the district’s plans for strengthening inclusionary practices for students with disabilities in our schools. As the district plans for next year’s vision of Deeper Learning and improved outcomes for all students, data and feedback show the district must place a special focus on students with disabilities. 

    Please watch a  video message from WS/FCS Superintendent Tricia McManus about the upcoming vision and what it means for all students, specifically students with disabilities.  Additionally, please review the Superintendent’s letter to the greater WS/FCS Community about these efforts. 

    There is also a new edition of the superintendent’s podcast Let’s Talk - Conversation on Inclusive Instructional Practices.  It includes helpful information, questions and answers with nationally recognized facilitators that are supporting WS/FCS.  Doctors Diane Ryndak and Debbie Taub along with the WS/FCS Chief Academic Officer, Dr. Paula Wilkins, guide the easy-to-understand conversation that will answer many questions you may have.  

    You can also review the WS/FCS multi-year road map that summarizes the plans for moving ahead.

    We have also compiled a list of frequently asked questions from parents and you can find the questions below. Just click on the question to reveal the answer. 

    We look forward to providing more updates on how the district will continue to improve the supports for our students and staff in WS/FCS while improving outcomes for all students.

  • What are inclusive instructional practices?

  • What do inclusive instructional practices mean for all students?

  • Is this work about all students with IEPs? What about those students who have historically gone to separate, special education schools or programs or worked on a certificate of completion rather than a diploma?

  • How are inclusive instructional practices different from the Winston-Salem/Forsyth County Schools' current services for students with disabilities?

  • What should teachers know about how this will impact their work?

  • How will the district work to make sure students understand and use kindness in their treatment of students with disabilities?

  • Is the district considering ways to also make sure students with disabilities are getting similarly inclusive activities ie. sports, or other opportunities?

  • How will the district work to ensure general education teachers do not get even more burnt out?

  • Will inclusive instructional practices add more responsibility to teachers?

  • What will this look like in fall 2023?

  • What training and support will teachers, administrators, support personnel and families be provided?

  • Will inclusive practices devalue the role of the EC teacher?

  • Many students with Extensive Support Needs (ESN) require additional teacher assistant (TA) support, moving to Inclusionary practices what will TA or other paraprofessional support look like to support students?

  • How will EC Facilitators (ECF) continue to better support EC teachers?

  • Will inclusionary practices reduce the number of EC teachers?