Introduction. This paper analyzes the role of “Personalized Learning Plans” (PLP) in the development of inclusive practices in New Brunswick, that adopted an inclusive educational model in 1986 (Echeita and Simón, 2021; Aucoin et al., 2020). Schools in NB develop accommodations for individual students in a ‘common learning environment’. The PLP is a key strategy used to support inclusive instruction (Porter and AuCoin, 2012; PNB, 2015). The term, PLP (PNB 2013), was adopted to replace the term ‘Special Education Plan’ mandated in the 1980s. This change placed the emphasis on developing strategies that meet the individual needs of all students, while emerging from the curriculum being used with the class as a whole. This diminishes the use of curriculum goals involving minimum engagement with peers while ensuring an inclusive learning environment. The focus of a PLP is instruction that works for all students and mandates the teacher to identify the individual support required to prevent a child’s exclusion. This approach focuses on ensuring that the student with special/additional needs can participate in the lesson (Florian & Beaton, 2018; Meo, 2008; Florian & Black-Hawkins, 2010), and benefit from the equity and equality this makes possible. Method. A multiple-case-study approach was employed (Stake, 1995). Schools were selected based on availability and by using purposive sampling criteria. Seven schools participated that met these criteria: a) pedagogy that enhances the respect, confidence and safety of each student; b) instruction in a common learning environment; c) ensuring a complete school experience. 52 classroom observations and 61 in-depth semi-structured interviews with teachers were carried out. Data analysis was inductive, through a system of categories and codes (Brown & Clarke, 2006). Results. Strategies for instruction outlined in the PLPs are utilized by teachers. Classroom teachers have strong patterns of collaboration with Educational Support Teachers (EST) in designing the PLP, but teachers plan the daily lessons. Families and students themselves participate in the design of the PLP. The successful use of PLPs is enhanced by a school culture that emphasizes collaboration and collegial support as well as participation and engagement by all students. Conclusions. For teachers to have success with all learners, the needs of each student need to be considered when designing lessons. Collaboration between teachers and ESTs is critical to ensure that strategies and supports set out in a student’s PLP are utilized and that they are subject to adjustment during the school year.

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