Inclusion is an integral part of the public school system and has a significant impact on classroom teachers. As a result, the majority of teacher education programs are intentional in incorporating inclusive education within their curricula. Research has shown that inclusion coursework does increase preservice teachers’ positive attitudes towards inclusion, but it does not increase feelings of preparedness to serve in an inclusive classroom. To address such concerns, this action research presents an intensive inclusion project that was structured around the Learning Partnerships Model, created by Baxter-Magolda & King (2004), to increase the development of self-authorship. The components of the Learning Partnerships Model have been adapted and implemented to create an inclusion project that was applied in an introduction to exceptionalities course. The paper discusses the project’s conceptual framework, the associated components, provides student learning outcomes, and presents future implications.

Author Information

Moriah Smothers is an adjunct professor at the University of Southern Indiana.