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3 Big Misconceptions About Inclusion
Research shows that inclusion is best for students with and without disabilities, and yet there are still many misconceptions about what inclusion in the classroom really means. Here are the top three misconceptions, from inclusion expert Nicole Eredics.

Inclusion
Inclusion means ensuring that children with disabilities go to school with their non-disabled peers, while providing them with the individual instruction and support they need. In this article, read about inclusion and how it differs from mainstreaming.

4 Things to Know About Successful Inclusive Schools
In order for inclusion to be successful, it must exist at all levels of education: the community, the school, the classroom, and the lesson. This brief overview describes what inclusion looks like at each level.

5 Signs That a Classroom Is Inclusive
Find out what to look for in a classroom that supports inclusion. Features include how the students are grouped, social skills programs, and use of multi-modal learning aids and assistive technology.

Q&A with Dr. Cathy Pratt
Autism expert Dr. Cathy Pratt talks about the goals of true inclusion, how teachers can support the sensory, executive functioning, and academic needs of their students with autism, the role of peer and whole-school support in helping kids with ASD succeed, sources for evidence-based teaching resources, and more.

Bringing inclusion into your classroom

10 Easy Changes Teachers Can Make to Facilitate Inclusion
From changing the classroom space to adjusting groupings and lesson delivery, find ten practical ways to make changes in your classroom so that students with different abilities can learn and succeed.

5 Essential Classroom Management Strategies to Keep Your Inclusive Class Running Smoothly
In an inclusive class, plans must be responsive to students with learning differences, physical challenges, or social/emotional needs. An expert in inclusion shares some of her successful classroom management ideas, including use of color coding, student planners, and the morning "sponge."

15 Strategies for Managing Attention Problems
Here are 15 tactics that may help children enhance attention and manage attention problems.

New Year, New Goals
Inclusion expert Paula Kluth shares her graphic organizer for goal setting for the new year, including goals for inclusion, learning, classroom climate, collaboration, differentiated instruction, and UDL.

Flex Your Groupings
In most instances, educators will be using assessment data and classroom observations to create flexible groupings in the classroom. Other times, however, teachers may want to group or pair students randomly. This type of grouping works well for many different types of lessons including community-building activities, idea sharing, small-group discussions, or the exploration of materials.

Pick a Stick, Any Stick
In any effective and student-centered classroom, the voices of learners should be heard often; they should be asking and answering questions, sharing ideas, and expressing their thoughts. Some students, however, struggle to engage in some or all of these behaviors. They may need models for asking appropriate questions or adding relevant comments. Get ideas for moving the tasks of talking and sharing from teacher to student, as well as some support for learners who need to eavesdrop on others to learn new communication skills.

Supporting Students with Autism: 10 Ideas for Inclusive Classrooms
Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.

A Teacher's Brief Guide to Teaching Students with High-Functioning Autism
Learn more about talents and challenges in children with high-functioning autism. Get tips on how to make your classroom welcoming and supportive, including lots of ideas for creating physical and instruictional supports, and how to use specific interests to jumpstart learning adventures with other subjects.

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3 Big Misconceptions About Inclusion Research shows that inclusion is best for students with and without disabilities, and yet there are still many misconceptions about what inclusion in the classroom really means. Here are the top three misconceptions, from inclusion expert Nicole Eredics.

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Mental Retardation
Sensory-Motor Disabilities (ex. blind and/or deaf)
Motor Impairments and other Health Problems
Speech and Language Problems
Learning Disabilities
Emotional Disturbances

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General education teachers and special education teachers alike are recognizing the benefits of inclusive education. This approach to learning aims to cultivate learning environments that are equitable and nurturing to every student.

Inclusive learning provides all students with access to flexible learning choices and effective paths for achieving educational goals in spaces where they experience a sense of belonging. In an inclusive education environment, all children, regardless of ability or disability, learn together in the same age-appropriate classroom. It is based on the understanding that all children and families are valued equally and deserve access to the same opportunities.

Inclusive learning goes hand in hand with Universal Design for Learning (UDL), a set of principles for curriculum development that gives all students an equal opportunity to learn. According to UDL on Campus, a collection of resources developed by CAST:

"UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone - not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs."

UDL shares many commonalities with the Theory of Multiple Intelligences espoused by Harvard Professor Howard Gardner, whose work documented "the extent to which students possess different kinds of minds and therefore learn, remember, perform and understand in different ways."

EARN YOUR MASTER'S! Video Explores ABCs of Online M.Ed. >>

Why Is Inclusive Education Important?

Studies have shown the benefits that inclusive classrooms offer for children with disabilities and their peers. Instead of pulling children out of the classroom to offer them specialized instruction, in an inclusive classroom, special education teachers come into the classroom. This allows for general education teachers and specialists to work together in the same learning environment, benefiting all students, who are offered additional resources and support.

This support often results in greater academic gains for students with disabilities. According to a 2017 report from the Alana Institute:

"A large body of research indicates that included students develop stronger skills in reading and mathematics, have higher rates of attendance, are less likely to have behavioral problems, and are more likely to complete secondary school than students who have not been included. As adults, students with disabilities who have been included are more likely to be enrolled in postsecondary education, and to be employed or living independently."
[RELATED] How to Advance Your Career: A Guide for Educators >>
Students without disabilities can also benefit from inclusive teaching strategies. One research study published by Frontiers in Psychology found that inclusive practices in education help children without disabilities:

Develop a positive attitude toward diversity

Learn social skills related to helping others

Improve academic learning and cognitive development

Inclusive Classroom Strategies

Are you ready to support inclusion in the classroom? To do so means challenging the status quo, removing curriculum barriers and presenting educational goals in interesting ways to engage all learners and serve all students equitably. Below are four important strategies to consider when designing an inclusive classroom and curriculum.

Use universal design principles to create accessible classrooms

UDL is a set of principles that were born from the desire to offer every student an equal opportunity to learn, based on the idea that every person has their own unique and individual learning style.

According to CAST, there are three primary brain networks that are responsible for how a person learns: the affective network, the recognition network and the strategic network.

These networks provide the basis for the three UDL Guidelines:

Engagement, or the "why" of learning, which corresponds to the affective network

Representation, or the "what" of learning, which corresponds to the recognition network

Action and Expression, or the "how" of learning, which correspond to the strategic network

Understanding the foundation of UDL - the brain networks and corresponding guidelines - is imperative for teachers who wish to implement inclusive teaching strategies in the classroom.

The National Center on Universal Design for Learning has a plethora of resources and information for educators interested in universal design. You'll find videos offering helpful implementation tips and ideas in the "UDL Principles and Practices" section of their YouTube Channel.

Loui Lord Nelson, author of the best-selling UDL primer, Design and Deliver, recommends starting small. In an interview with Brookes Publishing, she said, "Focus on one guideline or checkpoint and use that to make a change to your learning environment that you can sustain. That way, there's no extreme investment of mental-energy or physical time."

Use a variety of instructional formats

"Provide multiple means of representation" is one of the three UDL guidelines and specifically pertains to the "what" of learning.

While some students are visual learners, others may grasp information better when it is presented through text, when it is spoken orally or taught through kinesthetic learning. Some students do best with a combination of the above. While these differentiated teaching methods may support the needs of students with disabilities, they also offer diversity of instruction to the entire classroom, giving each and every student an opportunity to learn in the way they do best.

Similarly, using different mediums to present information and engage students is important in inclusive classrooms. "Multiple means of action and expression" is another UDL guideline, meant to represent the "how" of learning. Some students may find that their best outlet and means of expression comes through writing, while others may prefer to give an oral presentation, act out a play or create a piece of art.

Each student is different and should be given the opportunity to express their knowledge through the methods that work best for them. Additionally, teachers can use a diversity of materials and mediums to engage students. Examples of mediums could include theater, art, video and computer software in addition to the traditional mediums of lecture and text.

Through using varied teaching techniques and mediums, teachers can increase the engagement of their entire class, not just the students who respond to a particular style of learning and expression.

Know your students' IEPs/504s

To create an equitable learning environment for everyone, it is important to familiarize yourself with students' Individualized Education Program (IEP) or 504 plans. If you have a student with a 504 or IEP plan, you are legally required to make any necessary accommodations as outlined in that plan. You can work with the school counselor or teaching specialists to better understand the student's specific needs.

Much like the concept of inclusive learning, 504s were designed to ensure that students with disabilities are allowed to learn in a regular classroom environment, while still being provided with services, educational aids or accommodations they may require.

An IEP is only slightly different than a 504; the difference being that students with an IEP may require additional educational services outside of the regular classroom. These services are typically provided and monitored by additional support staff.

Develop a behavior management plan

Disruptive classroom behavior can affect not just the teacher, but the other students in the classroom as well. Developing a behavior management plan can help you prepare for the inevitable moment a student or students exhibit disruptive behaviors - with the understanding that some behaviors are of much less consequence than others (talking out of turn vs. being defiant or aggressive).

The behavior plan should be shared with parents and students, so that everyone is aware of the expectations and consequences should those expectations not be met. The most effective plans typically involve a great deal of positive reinforcement and a clear understanding of the expectations.

There are several different types of behavior management plans you can implement depending on the needs of your classroom, including a whole group plan, a small group plan, an individual plan or an individual plan designed for particularly challenging students.

Inclusive Learning Resources for Teachers

Inclusive Schools Network (ISN) - ISN is a digital resource for families, schools and communities looking to design and implement effective inclusive schools. They offer a wide variety of resources including assessment tools, collaboration strategies, technology advice and much more.

National Center for Learning Disability (NCLD) - NCLD advocates for people with disabilities offering programs and resources for parents, young adults, professionals and educators. They also publish reports and studies on a range of topics related to disability and offer scholarship information for students with learning and attention issues.

Wrightslaw - Wrightslaw is a great resource for those looking to learn more or stay up-to-date on special education law, education law and advocacy for children with disabilities.

TASH - TASH works to advance inclusive communities through advocacy, research, professional development, policy and information and resources for parents, families and self-advocates. They offer several different publications including a blog, annual reports, a podcast and more.

The Association for Supervision and Curriculum Development (ASCD) - ASCD covers a range of educational topics not limited to inclusive learning. This is a great resource for educators across all disciplines and grade levels, whether they are looking to create an inclusive school or to simply find new strategies to improve their effectiveness in the classroom.

Frequently Asked Questions

At the University of San Diego, we believe in the power of inclusive learning. We also understand the importance of an educated teaching force when it comes to inclusion and special education. That's why we offer a 100% online Master of Education degree with a specialization in Inclusive Learning, Special Education and Universal Design. To learn more and view the curriculum, visit the USD Master of Education program page.

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4 Proven Inclusive Education Strategies for Educators + 6 Resources

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Create an inclusive classroom for students with disabilities and their peers. Find inclusive teaching strategies and resources here.

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I chose this topic because I am half Greek and have been to Greece every year for the past twenty years. Ultimately, I want to own my own preschool in Greece one day. The goal of this Padlet is to discover the differences and similarities between America and Greece in terms of how teachers teach, specifically focusing on how they handle students with disabilities.

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Educator Perception of Inclusion in Greece 

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Educator Perception of Inclusion in Greece 

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As of 2006, some Greek teachers hold a number of restrictive beliefs regarding special education such as:

Inclusive education does not expand existing curricula for students.

Inclusive education does not affect general education peers.

Only specialists are responsible for the implementation of inclusive practices.

Disabled children will not benefit from inclusive education in terms of their cognitive development and the development of their career paths.

Inclusive education is not necessarily doable for all children.

Schools that are segregated provide a safe space for disabled children.

Because disabled people can not care for themselves, they need help from society.

When interviewing my uncle who is a 5th grade teacher, in Athens, Greece, I read him these statements and he disagreed with most of them, but he said that it depends on the student or the school that you are working at.

Inclusivity in Greece

“[Today, special-ed in Greece is] based on a positive view of difference and has at its heart the principle that all pupils, including those who are ‘different,’ are considered to be valued and respected members of the school community. As such, they contribute to the social structures of the school, to the curriculum, and to the strategies used by teachers to teach all children . . . The vast majority of teachers believed that socialization and social acceptance could be the major benefits of inclusion while only a minority of teachers believed that disabled pupils [could] benefit in terms of their cognitive development or the development of their career prospects.” (Zoniou-Sideri et al., 2004)

The majority of teachers (who are the minority of the teaching population) who believe that disabled students will not experience a large impact from an inclusive classroom, are likely the same teachers who hold restrictive beliefs about special education students, as listed above.

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Education Perception of Inclusion in the U.S.

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Education Perception of Inclusion in the U.S.

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In the United States having students with disabilities be part of inclusive classrooms helps them in three ways: they score higher on tests in math and reading; they miss school less often; and they demonstrate better behavior. This is supported by “the National Center on Inclusive Education[‘s] (2011) . . . longitudinal study of 11,000 students with disabilities which indicates that, for students with disabilities, more time spent in regular classrooms correlates with higher test scores in math and reading, fewer absences, and fewer referrals for disruptive behavior” (Marling, Burns, 2014). In the United States, over the past decade, people and schools have been learning lots of information about inclusive teaching. Also, in U.S colleges when people are studying to be teachers, they have to take classes to learn how to teach students with disabilities and create inclusive classrooms. Since the U.S. is changing the style of learning for all students, new teachers are going to only know how to be inclusive without knowing how segregated classrooms work. Their perspective will be all about how to make sure that all students can succeed in one classroom, which is really important to help students with disabilities, so as to make them feel that they aren't any different from the rest of their peers. Based on the copious amounts of research it has been proven that inclusive education is the best way for all students to flourish in school.

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In Greece, people who are old-fashioned have a difficult time understanding that students with disabilities need additional help and should get the services they need so that they can be successful in a classroom. People who have children with any disability will be shocked at first but with time they will be able to accept the fact that their child needs additional help to succeed. In the United States, people experience the same feeling when they hear that their child has a disability. The shocking realization is going to be the same in each country because of the cultural influence of the previous times. Also it takes time to adjust to the new emotions that naturally occur when you first discover that your child has some kind of disability.

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From 2006:
55.1% of schools have a small class size

37.2% offer in-classroom support

25.4% offer remedial support

20.9% have parallel support classrooms

65.4% have a psychologist access

34.3% offer speech–therapists in the schools.

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Autism

Deaf-blindness

Developmental delay

Emotional Disturbance

Hearing impairment (including deafness)

Intellectual disability

Multiple disabilities

Orthopedic impairment

Other health impairment

Specific learning disability

Speech or language impairment

Traumatic brain injury

Visual impairment (including blindness)

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Niko is a Greek teacher in Athens, Greece who teaches 5th grade.
-In his classroom he has 22 students and 12 have disabilities.

-Parents have been very involved for the past year because the country is in a lockdown and they have to stay home and work.

-In Greece, the way that the student is diagnosed is if a teacher or parent has the child get a test to see what disability they have, then the government has to approve it so that the school can know that the student needs services.

-The general ed teacher and special ed teacher meet everyday to plan what the students are going to do and to talk about the special ed students and how they are doing with the material.

-Teachers in Greece are not trained enough in being inclusive or working with students with disabilities. They need training courses or people who will guide them through the different ways to be inclusive. They have random presentations that give them tips but that is not good enough for them to know how to be inclusive and to help students with disabilities.

-In Greece, every year there are more children being diagnosed with disabilities and this is a big concern because lots of teachers are not trained enough.

-In the schools, they need more special ed teachers because there is a shortage of them.

-Schools also need more psychologists. In his school, there is only one and she goes into the school once a week which is not enough to help all the students.

-There are schools for students with different disabilities (e.g. school for the blind).

- The government needs to make more schools or options for students that do not have severe disabilities. A student with moderate or minor disabilities should be allowed to go to a school with similarly-abled students.

-The teachers are not really trained in social and emotional learning.

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In Greece they use a parallel support system and in the U.S. they co-teach.  Co-teaching in the United States is different from parallel support. A parallel support teacher is informed by the school principal about the student’s special educational needs. Unlike the U.S., Greece has two teachers in the classrooms: one who handles students with special needs, and one who handles students with out special needs. In the U.S., Co-teachers are in charge of all students no matter if they have a disability or not.

In Greece inclusive education is not pervasive. In Greece, it is more common to see students being pulled out of classrooms and then brought back to the general education classroom.

In Greece they don't have an IEP system like the United States.

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(In Greece) "Over the last 20 years, in particular, the inclusive practices are planned and applied based on the basic principles of ‘inclusion’, according to which the individuality and every difficulty that students may face is characterized as a difference and not as a problem." Adjustment of curriculum programs is a necessary prerequisite for the successful implementation of “Education for all” where all students have the right to quality education and appropriate and effective support structures. Traditionally, some advocates for inclusive schooling have argued that requiring all students to be included in the regular classroom would force educators to change their values, assumptions, beliefs and practices about education (Padeliadu et, al., 2010).

Some teachers in Greece and the US are having a hard time changing their ways to teach all students in a general education classroom but it will get easier with more practice and training.

Both countries appreciate the importance of having students learn the native language.

In Greece there are two types of high schools, the first is general education and the second is focused on career training which is similar to the American style of vocational schools.

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Hossain, M. (2014). An Overview of Inclusive Education in the United States. Communication Technology for Students in Special Education and Gifted Programs. Retrieved from https://www.researchgate.net/publication/236031323_An_Overview_of_Inclusive_Education_in_the_United_States

(N. Linoxilakis, personal communication, April 15, 2021).

Marling C., Burns M.

(2014). Two Perspectives on Inclusion In The United States. Global Education Review. Retrieved from https://files.eric.ed.gov/fulltext/EJ1055208.pdf

Padeliadu S., Papanikolaou G., Giazitzidou S. (2014). Implementing inclusive education in Greece through co-teaching. Retrieved from https://www.researchgate.net/publication/274380022_Implementing_inclusive_education_in_Greece_through_co-teaching

Tsakiridou H., Polyzopoulou K. (2014). Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs. American Journal of Educational Research *Retrieved from https://www.researchgate.net/publication/273794941_Greek_Teachers'_Attitudes_toward_the_Inclusion_of_Students_with_Special_Educational_Needs

The Constitution of Greece, article 16.
The Constitution of Greece, article 21.
https://www.wipo.int/edocs/lexdocs/laws/en/gr/gr220en.pdf

U.S. News & World Report. (2021, January 1). The Best Countries for Education. U.S. News & World Report. https://www.usnews.com/news/best-countries/best-countries-for-education.

Zoniou-Sideria A., Vlachoub A. (2006). Greek teachers’ belief systems about disability and inclusive education. International Journal of Inclusive Education. retrieved from https://www.researchgate.net/publication/248988514_Greek_teachers'_belief_systems_about_disability_and_inclusive_education

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The Teaching Online Channel for Rural EFL Teachers

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Article 16
-All Greeks are entitled to free education on all levels at State educational institutions.
-Professional and any other form of special education shall be provided by the State, through schools of a higher level, and for a time period not exceeding three years, as specifically provided by law which also defines the professional rights of the graduates of such schools.

Article 21

-The State shall care for the health of citizens and shall adopt special measures for the protection of youth, old age, disability and for the relief of the needy.

1981 Act and 1985 Act

-The notions of special/segregated provision (1981 Act) and integration (1985 Act) were officially introduced within the same decade generating social and practical confusion as to what equality of opportunity in the area of special needs means.

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Free Appropriate Public Education: makes sure that all students with disabilities can get services and special education in public schools.

Individuals with Disabilities Education Act: makes sure that public schools provide students from ages 3-21 with disabilities with proper support.

Head Start: gives low income early childhood students access to comprehensive developmental services.

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Suggestion #1:

Start with some tangible, non-threatening activities by those who are genuinely interested in being involved.R-Word Campaign. Don't worry about starting small. Success builds from true enthusiasm.

Suggestion #2:

Be sure the efforts are student-centered. Youth empowerment-both those youth with special education classifications and those who are not so labeled- is a common factor in truly inclusive schools. This involves engaging students in developing, implementing, and sustaining a wide range of inclusive activities.

Suggestion #3:

Educate students and all staff about social inclusion and its ethical importance in formal and informal school settings. This means the classroom, the bus, and the lunchroom.

Suggestion #4:

Social inclusion is woven into the fabric of the school. At some point, a statement must be made by school leadership that social inclusion is of preeminent value and violations are not acceptable. This will provide many opportunities for constructive education, as it will take some time for the student body and many staff to understand all of the situations in which inclusion -- respectful and dignified treatment of all others -- should apply.

Suggestion #5:

Social inclusion is not about some students "helping" others and some students being "helped." It is about all students finding meaningful ways to contribute (which means all situations are not necessarily reciprocal but all students must have involvement as contributors to others, regardless of ability level).

Suggestion #6:

Leadership must be cultivated and expanded beyond a small number of devoted individuals. Reach out broadly into all aspects of the school population, including staff, and community partners. Definitely reach out to your Statewide or National Special Olympics organizations. And of course, include students of varied abilities within the leadership structure. Shared and inclusive leadership is a fundamental aspect of a truly inclusive school.

Suggestion #7:

Students, teachers, and administrators engage in ongoing reflective processes to review efforts, plan, and engage in continuous improvement. Use formal and informal methods to get a wide range of opinions.

Suggestion #8:

Administrative support must be visible and tangible at the building and district levels. This will take the form of budget allocations, time for planning and activities, regular discussion of inclusive efforts at faculty and grade level meetings, and regular updates to the Board and community newsletters about the progress being made in social inclusion and improved school climate.

Challenges Schools Face and Must Address

Moving Too Quickly

Start from where you are and, as noted earlier, do not hesitate to start small. You are building a foundation for an inclusive school for the long-term, not simply putting together a program.

Too Proud To Borrow

Never hesitate to learn from what other schools are doing, especially schools similar to yours. Originality is overrated. Besides, you will ultimately have to adapt any strategy to your own particular circumstances. Project UNIFY has many resources that can be used or adapted, including Get Into It, a set of online, downloadable resources for educators of all grade levels, for in-school or after-school settings, that focus on youth empowerment, mutual respect, understanding, and friendship.

Hesitation to Empower Students

Student engagement -- on the part of both those with special education labels and those not so labeled -- is essential. Don't be afraid to give students significant responsibility, albeit with supervision, guidance, and training to help them grow. One middle school we are aware of had a week of leadership training for all students to start the school year, making a statement that leadership was expected of everyone. Don't wait for volunteers -- encourage some students who might otherwise not come forward, to ensure a high degree of diversity.

Lack of Commitment to a Buddy Approach

Using buddy approaches is a major way to generate success. This includes staff as well as students. Moving into uncharted territory is easier with a partner. And there is no rule that says buddies must be in pairs. Buddy groups of three or four can be quite viable, as long as lines of communication and responsibility are clear.

Failure to Change Policies and Allocate Resources Needed for Success

Are there current policies that will make social inclusion strategies more difficult to implement? Is there adequate planning time for staff, students, and community partners? Is the extra work that some staff may be taking on being recognized? Is there a plan to assess the school climate, and overall progress, as plans are implemented? Are there regular opportunities for a frank review of the process, including at Faculty and Grade Level meetings? As programs are being considered, such as UNIFIED Sports or P.E. or an R-Word Campaign, what resources are needed, and by whom, to ensure true collaboration and success?

There are few challenges that have not already been overcome by a school like yours, somewhere. Special Olympics Project UNIFY resources are available to help you on the path to successfully integrate social inclusiveness in your school, for the benefit of everyone. For more information, you can contact Andrea Cahn, Senior Director, Special Olympics Project UNIFY.

How has your school promoted inclusion of students with special needs? What have been the challenges and the successes? Please share in the comment section below.

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How to Become a Socially Inclusive School | Edutopia

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Suggestion #1: Start with some tangible, non-threatening activities by those who are genuinely interested in being involved.R-Word Campaign. Don't worry about starting small. Success builds from true enthusiasm. Suggestion #2: Be sure the efforts are student-centered. Youth empowerment-both those youth with special education classifications and those who are not so labeled- is a common factor in truly inclusive schools.

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Inclusive education is when students with non-disabilities and with disabilities are in one class all together. The teacher has to adapt to all the students needs. Inclusive education is when students get support in class so that they can succeed with out getting pulled out.

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Purple= intro
Pink= America
Blue= Greece
Green= both countries