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The Inclusion Classroom: An Inclusive Education Movement

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Inclusion involves the integration of all students across the board, independent from their learning limitations. All students deserve an opportunity to expand their knowledge and equal access to education. Inclusion within the classroom ultimately means that students who have and who do not have learning variations are able to to learn together regardless.

Acts of support can involve individuals from every and all communities of a student. Although support comes primarily in the form of that provided for by the students' teachers, support also presents itself in different avenues as well. Such avenues can include other adults present in a child's life. Ways to support in a school environment can include pre-disposed plans structured by an educational institution.  In their Inclusion Programs for District 75 Pamphlet, the NYC DOE (2019) developed a score of programs that aims to "allow students with disabilities to access the general education curriculum in their least restrictive environment." District 75 is a special sector developed primarily for Special Education, for students receiving these services, District 75 and District 1-32 schools provide shared instruction.

As Special Education teachers, it's our duty to have the knowledge required to identify areas of need and create solutions to uniquely support each situation. By recognizing these areas of need, we are able to utilize resources provided by the schools to create an inclusion plan that best suits the child's needs.

Additionally, through the 2017- 2018 & 2018-2019 DIVERSITY AND INCLUSION REPORT & STRATEGIC PLAN (2017), the NYCDOE includes a plan to expand on diversity and inclusion on an administrative level, inclusion within the classroom starts with diversity and inclusion within teaching personnel. Expectations must be modeled so that students may reflect what they see and engage in inclusion behaviors as well. NYCDOE (2017) pledges to expand on diversity and includes a plan that conjuncts with their Inclusion policy -- this plan includes extensive inclusion and diversity training that all employees are encouraged and welcomed to attend.

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Ilene Schwartz shares a powerful, personal anecdote about a student's experiences with inclusion (7:25).

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The power of inclusive education | Ilene Schwartz | TEDxEastsidePrep

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Inclusive Learning: Everyone's In - Overview

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Definitions and roles of each person included in inclusion

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Definitions and roles of each person included in inclusion

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Students: An inclusive classroom is a general education classroom where students with and without learning differences learn together. Inclusive classrooms are welcoming and support the diverse academic, social, emotional, and communication needs of all students.(https://www.readingrockets.org/teaching/inclusive-classrooms#:~:text=An%20inclusive%20classroom%20is%20a,communication%20needs%20of%20all%20students.)

Families: " One of the several factors which determine the success of inclusion is family support and involvement. Parents are known to be the first teacher of their children and they continue to influence their children learning and development during lifetime. Family involvement can have a major impact on student’s learning, regardless of the social or cultural background of the family."(http://www.educationjournal.org/archives/2017/vol2/issue6/2-6-1390)

Teachers: For an inclusive classroom to illustrate positive benefits the learning environment and models that are used must be carefully planned and developed to allow adequate learning opportunities for all students. For this to happen both general education teachers and special education teachers must understand the philosophy of inclusion and be knowledgeable in how to foster/provide a conducive  environment. This happens through curriculum design, classroom instruction, learning assessments, and student advocacy. (https://soeonline.american.edu/blog/promoting-an-inclusive-special-education-classroom)

School administration:
"Administrators must be familiar with available resources to support the diverse needs of students, families and staff and must know how to access additional support in order to ensure appropriate education for all students and support for teachers. For example, They can make special education concerns integral when planning for professional development, distribution of materials, books, classroom space and equipment. They can ensure that special education is not put at the end of the line as an afterthought (CEC, 2000).(http://www.p12.nysed.gov/specialed/publications/persprep/qualityteachers/administrator.htm)

Related services: related services refers to school psychologist, occupational therapist, speech-language pathologist and more. Below are some facts and specific definitions defining the roles of related services personnel
" Public schools have not always provided physical and occupational therapy, nor have they always served children who are handicapped. It wasn't until 1975 when the U.S. Congress passed Public Law 94-142, the Education for All Handicapped Children Act, that school districts were required by law to serve these children and to provide therapy to them so they might benefit from their education program. This law has dramatically affected children who are handicapped, and it has shaped a new role within the schools for physical and occupational therapists. In view of PL 94-142, physical therapy and occupational therapy in school settings are considered to be related services that are provided to handicapped children so they may benefit from special education. These underlined terms are given very specific meanings by the laws that govern special education. Related services means transportation, developmental, corrective, and other supportive services such as physical and occupational therapy, speech pathology and audiology, psychological services, recreation, medical diagnostic and evaluation services, and counseling services, and early identification and assessment of handicapping conditions as may be required to assist a handicapped child to benefit from special education. "(https://files.eric.ed.gov/fulltext/ED318190.pdf)

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This video discusses meaningful inclusion and some benefits to children with and without disabilties.

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The NAEYC-DEC (2009) explains the importance of communities working together to obtain the appropriate training and knowledge to support children with special needs. Communities such as families, teachers, therapists, specialists as well as administrations are the ones who build or construct the foundations of children. It is for that reason that it is important that everyone get involved in advocating for inclusion. Working together, we all can support inclusion.

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Inclusion will look different everywhere but there are some key efforts people can make to support inclusion.  Though many of these efforts are currently underway and in process, expansion and adoption of inclusion culture from state to state is critical to ensure change.

Some recommendations that support inclusion provided by the  U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES U.S. DEPARTMENT OF EDUCATION POLICY STATEMENT ON INCLUSION OF CHILDREN WITH DISABILITIES IN EARLY CHILDHOOD PROGRAMS include but are not limited to

1.Enhancing state level policies to better support High Quality inclusion

2. Set goals and track data to "  establish a baseline that identifies the number of inclusive high-quality early childhood slots available, the number of children under five with and without disabilities served in those slots, and benchmarks that track progress in reaching the State’s goals "

3.Reflect on provided resources and where they are allocated. All too often we see schools in poor neighborhoods with little to no resources and schools in better socioeconomic neighborhoods with too many resources that aren't being equally utilized.

4. Continuously reflect and expand on the training of school staff and teachers. General education teachers and school administrative staff should be attending regular professional development training to ensure that  "High-quality staff should have knowledge, strong competencies, which include competencies in culturally

and linguistically responsive practice, and positive attitudes and beliefs about inclusion and disability in order to foster the development of all children. In addition they should have a strong understanding of universal design and universal design for learning.

Preparation and professional development in each of these areas is necessary for all staff, including LEA administrators, early childhood program directors, school principals, family child care network leaders, teachers and providers, early interventionists, early childhood special educators, related services providers, other specialized providers, and aides. Leaders.(DOE/DOH,2015,pg 10-11)

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In a successful inclusive classroom/ system  collaboration is a must! Teachers (both gen-ed and special-ed), families, therapists/support personnel, and the students themselves should be apart of the collaboration process.

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According to NAEYC-DEC (2009), inclusion takes place in homes, child cares, faith-based programs, recreational programs, private and public preschools, as well as kindergarten through early elementary schools. Modifications in the environment that facilitates the access of children with special needs, such as removing obstacles that impede the access of children with special needs to learning environments.
Furthermore, The National Association for the Education of Young Children states (2009) “ The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.” (p.2). This means that inclusion happens beyond the setting of an environment. Inclusion happens in the class lesson and its materials which needs to include activities, modifications, or adaptations for all the students in the classroom with special needs or without special needs to promote successful learning for all children equally.
“Funding policies should promote the Early Childhood Inclusion 3 pooling of resources and the use of incentives to increase access to high quality inclusive opportunities. Quality frameworks (e.g., program quality standards, early learning standards and guidelines, and professional competencies and standards) should reflect and guide inclusive practices to ensure that all early childhood practitioners and programs are prepared to address the needs and priorities of infants and young children with disabilities and their families.”  ( NAEYC, 2009., pp. 2-3) Inclusion also occurs or happens in the policies that support and promote inclusion. Inclusion occurs beyond a place. It happens in programs, curriculums, classroom lessons, materials, philosophies, and policies that support inclusion for all children.

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The USDHHS/USDOE (2015) states, meaningful inclusion  is beneficial to children with and without disabilities. Children with disabilities in inclusive programs build stronger social-emotional skills than their peers in separate settings, they tend to have larger networks of friends and are more socially competent compared to children in non-inclusive settings. Children with disabilities who spend more time in general education classes are absent fewer days from school and have higher test scores in reading and math than those who spend less time in general education classes. Typically developing children show positive development, social, and attitudinal outcomes from inclusive experiences. Through inclusion, typically developing children learn compassion and empathy and can have a more positive perception of children with disabilities. They also develop a better understanding of diversity and disability concepts. Inclusion is beneficial to all children because it enables them to develop a better sense of self and belonging.

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DEC/NAEYC Position Statement on inclusive classrooms

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DEC/NAEYC Position Statement on inclusive classrooms

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A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) states that "  [A]n infrastructure of systems-level supports must be in place to undergird the efforts of individuals and organizations providing inclusive services to children and families. For example, family members, practitioners, specialists, and administrators should have access to ongoing professional development and support to acquire the knowledge, skills, and dispositions required to implement effective inclusive practices. Because collaboration among key stakeholders (e.g., families, practitioners, specialists, and administrators) is a cornerstone for implementing high quality early childhood inclusion, resources and program policies are needed to promote multiple opportunities for communication and collaboration among these groups. Specialized services and therapies must be implemented in a coordinated fashion and integrated with general early care and education services. Blended early childhood education/early childhood special education programs offer one example of how this might be achieved. Funding policies should promote the  pooling of resources and the use of incentives to increase access to high quality inclusive opportunities. Quality frameworks (e.g., program quality standards, early learning standards and guidelines, and professional competencies and standards) should reflect and guide inclusive practices to ensure that all early childhood practitioners and programs are prepared to address the needs and priorities of infants and young children with disabilities and their families. (DEC/NAEYC.2009.pg 2)

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It is the values, polices and practices that supports every right of each child (with or without disabilities) to participate in activities and contexts as full members of communities, families and societies. Inclusion is the full participation of children with disabilities who are placed in a typical school setting along with other developing peers in a classroom.

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Inclusion classroom.

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Inclusion Done Right "What Does Inclusion Look Like"

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We Are All Different - and THAT'S AWESOME! | Cole Blakeway | TEDxWestVancouverED