Evidence-based practices should be incorporated and curriculum content, classroom and teaching practice should be modified to accommodate the different needs, behaviors and learning styles of the students (Browder & Cooper-Duffy, 2003; Vaughn & Schumm, 1995). Inclusive education requires collaboration (Boyle & Topping, 2012; Vaughn & Schumm, 1995). This is especially necessary when developing a student's Individual Education Plan (IEP). Educators must work with other educators, students, their families, and other community and professional agencies to ensure that the supports and services required by students are provided (Boyle & Topping, 2012; Vaughn & Schumm, 1995; York‐Barr, Sommerness , Duke & Ghere, 2005). When all stakeholders cooperate, reflect, share resources, skills and knowledge, students receive the greatest benefit (Vaughn & Schumm, 1995; Whittaker, Salend & Dehaney, 2001). Planning, evaluation and review of all measures taken, strategies and/or interventions implemented require frequent evaluations and reviews to monitor progress (Boyle & Topping, 2012) and determine the future