| Pre-Impact | (T) |
| Impact | (L) |
| Post-Impact | (L) |
The defining characteristic of the Inclusion style is that learners, with varying degrees of skill development, are able to participate in a task, which is designed on multiple degrees of difficulty. Learners select a level of difficulty at which they can practice/perform. Entry level decisions and, if necessary, adjustment decisions and self-assessment decisions (guided by specific teacher prepared criteria) are shifted to learners.
In this style, the content to be practiced offers multiple entry points with different degrees of difficulty to choose from.
In the Inclusion style, the role of the teacher is to make all subject matter decisions, including the possible levels in the task, and the logistical decisions. The role of the learners is to survey the available levels in the task, select an entry point, practice the task, if necessary make an adjustment in the task level, and check performance against the criteria. This style is also called the "slanty rope" style. Students of all abilities can jump over a slanty rope at whatever height is challenging. No one is excluded from continued participation.
Each learner makes an entry level self-assessment decision.
When the Inclusion style is achieved, the following subject matter objectives are reached:
- To accommodate individual performance differences
- To design a range of options that provide varying content entry points for all learners in the same task
- To increase content acquisition by providing opportunities for continued participation
- To offer opportunities for content adjustment decisions
- To increase the quality of active time-on-task
- To reinforce the assessment sequence process
- Others
Learners have the option to make adjustment decisions throughout the practice to accommodate individual performance abilities and assure continued participation.
When the Inclusion style is achieved, the following behavioral objectives are reached:
- To experience making a decision about an entry point into a task by choosing an initial level of performance
- To practice self-evaluation skills using a performance criterion
- To experience making adjustment decisions that maintain continued content participation
- To accept the reality of individual differences in performance abilities
- To learn to deal with congruity or discrepancy between one's aspiration and the reality of one's performance
- To practice the skills intrinsic to self-reliance
- To practice honesty in appropriate level selection and honesty in self-evaluation
- Others