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This website covers content relevant to both Canadians as well as Americans. Also, it incorporates resources that help to enhance and optimize the inclusive classroom. This website includes resources such as worksheets, parental supports, and suggestions for adaptions and modifications for a variety of different learners. Such learners may include gifted learners as well as ELL learners. Moreover, this website is particularly effective because it offers ample opportunities for both self-advocacy and parental support.

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BCTF > Teaching to Diversity: ESL, Learning Assistance, Special Education

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Learning Disabilities Association of Ontario 

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Learning Disabilities Association of Ontario 

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http://www.ldao.ca/websites-and-online-resources/
This website provides key information about learning disorders. It is targeted towards educators and parents who are specifically interested in seeking out additional resources and sources of support for their child.

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The opportunity of adversity | Aimee Mullins

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Five Strategies for Supporting Gifted Students | Laura Varlas

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Five Strategies for Supporting Gifted Students | Laura Varlas

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This article asks teachers to be mindful of how they can identify, recognize, accept, and utilize giftedness in your classroom beyond adding more work for gifted students or asking them to tutor less-proficient students.
Suggests five strategies for teaching gifted students in an inclusive classroom

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Meeting the Needs of Special Needs Students in the Inclusion Classroom | Education Corner

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Meeting the Needs of Special Needs Students in the Inclusion Classroom | Education Corner

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learning disabilities education resources services teaching school

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Meeting the Needs of Special Needs Students in the Inclusion Classroom

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Article addressing how the inclusion classroom can be structured to meet the unique needs of special needs students.

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How to include children with special educational needs and disabilities | Reem Al Hout

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How to include children with special educational needs and disabilities | Reem Al Hout

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Reem Al Hout is principal of the American Academy of Beirut, a school which includes children with special educational needs (SEN). This article includes questions asked to her about the benefits of inclusion, and the teaching methods used.

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TOGETHER WE LEARN BETTER: INCLUSIVE SCHOOLS BENEFIT ALL CHILDREN | Inclusive Schools Network

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TOGETHER WE LEARN BETTER: INCLUSIVE SCHOOLS BENEFIT ALL CHILDREN | Inclusive Schools Network

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"Inclusion" is not just the placement of students with disabilities in general education classes.  Effective models of inclusive education not only benefit students with disabilities, but also create an environment in which every student, including those who do not have disabilities, has the opportunity to flourish. Here are some ways in which inclusive educational practices build a school's capacity to educate all learners effectively.

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The journey to becoming an Inclusive School may be long and challenging at times, but ultimately this journey can strengthen a school community and benefitALL children. "Inclusion" does not simply mean the placement of students with disabilities in general education classes. This process must incorporate fundamental change in the way a school community supports and addresses the individual needs of each child. As such, effective models of inclusive education not only benefit students with disabilities, but also create an environment in which every student, including those who do not have disabilities, has the opportunity to flourish. Here are some ways in which inclusive educational practices build a school's capacity to educate all learners effectively.

Differentiated instruction increases student engagement.

One of the most important principles of inclusive education is that no two learners are alike, and so inclusive schools place great importance on creating opportunities for students to learn and be assessed in a variety of ways. Teachers in inclusive schools therefore must consider a wide range of learning modalities (visual, auditory, kinesthetic, etc.) in designing instruction. Certainly this enhances the way in which educators provide supports and accommodations for students with disabilities, but it also diversifies the educational experience of all students.

Academic supports help each student access the full curriculum.

In this age of accountability and high-stakes testing, it is important for educators to ensure that every student is addressing the appropriate standards and objectives across the curriculum. As such, inclusive schools provide academic supports (flexible pacing and grouping, reading and literacy specialists, tutoring, etc.) that create a supportive environment for all learners. It is immediately clear how these supports help students with disabilities and English Language Learners, but inclusive schools can also better challenge and engage gifted and talented learners by building a more responsive learning environment.

Behavioral supports help maintain a positive learning environment for everyone.

Another important factor in effective inclusive education is the implementation of consistent behavioral supports throughout the learning environment. This consistency is essential for the success of students with emotional or behavioral disabilities in the general education environment, but school-wide behavioral supports also help to establish high expectations throughout the school community as a whole.

Respect for diversity creates a welcoming environment for all.

Inclusive education for students with disabilities can only be successful when those students feel that they are truly a part of the school community. This requires open and honest discussion about difference, and an institutional respect for people of all backgrounds and abilities. In inclusive schools, the establishment of such a climate benefits everyone by fostering an environment where students and their families are valued for who they are.

Inclusive practices make effective use of a school's resources.

In the past, special education often involved the segregation of students with disabilities for the purpose of specialized instruction. Not only does that model of special education in a separate setting deprive students with disabilities of interaction with their peers and full access to the curriculum, it can also involve duplicate systems and resources that are costly for schools to maintain. Inclusive education can make more efficient use of a school's resources by maximizing the availability of staff and materials for all students.=

To read more about benefits of inclusive education for all students, check out Improving Education: The Promise of Inclusive Education. This paper is an excellent resource for educators looking to improve and expand inclusive educational practices in their schools. It was developed by the National Institute for Urban School Improvement, a project funded by the United States Office of Special Education Programs (OSEP), and it includes examples of inclusive educational environments, assessment and observation tools, and guidelines for supporting inclusive practices.

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Together We Learn Better: Inclusive Schools Benefit All Children

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The journey to becoming an Inclusive School may be long and challenging at times, but ultimately this journey can strengthen a school community and benefitALL children. "Inclusion" does not simply mean the placement of students with disabilities in general education classes.

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Inclusion, Exclusion, Illusion and Collusion | Helen Turnbull at TEDxDelrayBeach

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Inclusion, Exclusion, Illusion and Collusion | Helen Turnbull at TEDxDelrayBeach

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Inclusion, Exclusion, Illusion and Collusion : Helen Turnbull at TEDxDelrayBeach

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Special Education Teaching  | Teaching Students With Special Needs in Inclusive Classrooms | eHow

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Special Education Teaching  | Teaching Students With Special Needs in Inclusive Classrooms | eHow

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Special Education Teaching : Teaching Students With Special Needs in Inclusive Classrooms

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Key information on how to teach to the diversity in YOUR classroom

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Diversity is a term that can have many different meanings depending on context. This module will not offer a comprehensive definition of the term, instead, this module will highlight two key areas related to diversity:

Identify how diversity affects the classroom

Provide practical tips for promoting an inclusive classroom

How Diversity Aﬀects the Classroom

Much discussion about diversity focuses on the following forms of marginalization: race, class, gender, and sexual orientation - and rightfully so, given the importance of these forms of difference. In fact, students come to the university classroom with different backgrounds, sets of experiences, cultural contexts, and world views.

Additionally, issues of diversity play a role in how students and teachers view the importance of the classroom and what should happen there. For example, assumptions about what a typical student should know, the resources they have and their prior knowledge are extremely important.

Students may perceive that they do not "belong" in the classroom setting - a feeling that can lead to decreased participation, feelings of inadequacy, and other distractions. Teachers may make flawed assumptions of students' capabilities or assume a uniform standard of student performance. Teachers may themselves feel out of place based on their own ascriptive traits (i.e. differences based on class, privilege, etc.).

Identifying and thinking through notions of difference and how they affect the classroom allow both students and teachers to see the classroom as an inclusive place.

Practical Tips for Promoting an Inclusive Classroom

While many discussions concerning diversity focus on talking about the importance of diversity and recognizing difference, it is equally important to move to the next step: incorporating specific tips for addressing differences and how they play out.

One way to form strategies for promoting an inclusive classroom is to use self-reflection and think of potential classroom scenarios and how one might address them. The solutions to such scenarios are ones that each teacher should consider for him- or herself, since there are no immediate right or wrong answers.

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Diversity is a term that can have many different meanings depending on context. This module will not offer a comprehensive definition of the term, instead, this module will highlight two key areas related to diversity: Identify how diversity affects the classroom Provide practical tips for promoting an inclusive classroom Much discussion about diversity focuses on the following forms of marginalization: race, class, gender, and sexual orientation - and rightfully so, given the importance of these forms of difference.

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Teaching Students With Special Needs in Inclusive Classrooms | Diane P. Bryant, Brian R. Bryant, & Deborah D. Smith

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Teaching Students With Special Needs in Inclusive Classrooms | Diane P. Bryant, Brian R. Bryant, & Deborah D. Smith

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This is a great resource to purchase for teachers who want additional resources for how to teach to an inclusive classroom.

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Teaching Students With Special Needs in Inclusive Classrooms | SAGE Publications Inc

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Teaching Students with Special Needs in Inclusive Classrooms helps future teachers determine and to use proven academic and behavioral interventions to obtain the best outcomes for students with disabilities. Through clear language and practical examples, authors Diane P. Bryant, Brian R. Bryant, and Deborah D.

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Supporting Students with Autism: 10 Ideas for Inclusive Classrooms | Paula Kluth

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Supporting Students with Autism: 10 Ideas for Inclusive Classrooms | Paula Kluth

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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.

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While most educators agree that no recipe exists for teaching any individual student or group of students, there are certainly some guidelines that can be helpful for supporting students with certain labels. Students with autism may have unique needs with learning, social skills, and communication, therefore, teachers will need strategies to address each one of these areas. These ten simple ideas will help teachers address some of the aforementioned needs and provide guidance for bringing out the best in learners with autism labels.

1: Learn about the learner from the learner

Oftentimes, educators needing information about a student will study the individual's educational records. While these documents are certainly one source of information, they are seldom the most helpful source of information. Teachers wanting to know more about a student with autism should ask that student to provide information. Some students will be quite wiling and able to share information while others may need coaxing or support from family members. Teachers might ask for this information in a myriad of ways. For instance, they might ask the student to take a short survey or sit for an informal interview. One teacher asked his student with autism, to create a list of teaching tips that might help kids with learning differences. The teacher then published the guide and gave it out to all educators in the school.

If the student with autism is unable to communicate in a reliable way, teachers can go to families for help. Parents can share the teaching tips they have found most useful in the home or provide video of the learner engaged in different family and community activities. These types of materials tend to give educators ideas that are more useful and concrete than do traditional educational reports and assessments.

2: Teach to fascinations

Whenever possible, educators should use interests, strengths, skills, areas of expertise, and gifts as tools for teaching. Can a passion for GPS be used to inspire more reading (operations manuals), new math skills (be a "human GPS"-calculate shortest route between two places), or fun social studies questions ("How would the world be different today if Christopher Columbus had GPS?") . [For more on using fascinations to support students with autism see Just Give Him the Whale, a book I wrote on this topic with my colleague, Patrick Schwarz.]

3: Get them talking

In some classrooms, a handful of students dominate small-group conversations and whole-class discussions. While it is important for these verbal and outgoing students to have a voice in the classroom, it is equally important for other students - including shy and quiet students, students using English as a second language, and students with disabilities - to have opportunities to share and challenge ideas, ask and answer questions, and exchange thoughts. To ensure that all students have opportunities to communicate, teachers need to put structures and activities in place that allow for interaction.

In one classroom, students were asked to "turn and talk" to each other at various points in the day. A high school history teacher used this strategy throughout the year to break up his lectures and to give students time to teach the material to each other. After giving mini-lectures of fifteen minutes, he asked students to turn to a partner and answer a specific question or re-explain a concept he had taught. For instance, after giving a short lecture on the Presidency, he asked students to discuss, "What qualities do Americans seem to want in a President?; and "How has this list of desired qualities changed over time?" A student with Asperger's syndrome who needed practice with skills such as staying on topic and turn taking was able to practice them daily.

Teachers can also provide opportunities for communication by giving all students "airtime" during whole-class discussion. One way to do this is to ask for physical whole-class responses to certain prompts. For instance, instead of asking, "Who can tell me a fraction that equals one half?", the teacher might say, "Stand up if you think you can name a fraction that equals one half". This strategy not only gives all learners a chance to give an answer, but it allows for some teacher-sanctioned movement, something often welcomed by students with autism. Whole-class physical responses are also appropriate for students who are non-verbal, making it a perfect choice for the diverse, inclusive classroom.

4: Give choices

Choice may not only give students a feeling of control in their lives, but an opportunity to learn about themselves as workers and learners. Choice may be especially helpful for students with autism who have special needs when it comes to learning environment, lesson materials, and communication. Choice can be built into almost any part of the school day. Students can choose which assessments to complete, which role to take in a cooperative group, and how to receive personal assistance and supports. Examples of choices that can be offered in classrooms include:

Solve five of the ten problems assigned

Work alone or with a small group

Read quietly or with a friend

Use a pencil, pen, or the computer

Conduct your research in the library or in the resource room

Take notes using words or pictures

5: Consider handwriting alternatives

Writing can be a major source of tension and struggle for students with autism. Some students cannot write at all and others who can write, may have a difficult time doing so. In order to support a student struggling with writing, a teacher may try to give the child gentle encouragement as he or she attempts to do some writing- a word, a sentence, or a few lines. Teachers might also allow the student to use a computer, word processor, or even an old typewriter for some or for all lessons. For some learners, being able to use a word processor when writing helps them focus on the task at hand (content) instead of on their motor skills (process).

6: Help with organizing

While some students with autism are ultra-organized, others need support to find materials, keep their locker and desk areas neat, and remember to bring their assignments home at the end of the day. Consider implementing support strategies that all students might find useful. For instance, teachers can have all students copy down assignments, pack book bags, put materials away, and clean work spaces together. Structuring this time daily will give all learners the opportunity to be organized and thoughtful about how they prepare to transition from school to home. Specific skills can even be taught during this time (e.g., creating to-do lists, prioritizing tasks).

7: Support transitions

Some students with autism struggle with transitions. Some are uncomfortable changing from environment to environment, while others have problems moving from activity to activity. Individuals with autism report that changes can be extremely difficult causing stress and feelings of disorientation. Teachers can minimize the discomfort students may feel when transitioning by:

Use a visual timer so students can manage time on their own throughout an activity.

Giving reminders to the whole class before any transition.

Providing the student or entire class with a transitional activity such as writing in a homework notebook or for younger students, singing a short song about "cleaning up".

Asking peers to help in supporting transition time. In elementary classrooms, teachers can ask all students to move from place to place with a partner. In middle and high school classrooms, students might choose a peer to walk with during passing time.

Provide a transition aid (a toy, object, or picture).

8: Create a comfortable classroom

Sometimes students are unsuccessful because they are uncomfortable or feel unsafe or even afraid in their educational environment. Providing an appropriate learning environment can be as central to a student's success as any teaching strategy or educational tool. Students with autism will be the most prepared to learn in places where they can relax and feel secure. Ideas for making the classroom more comfortable include providing seating options (e.g., beanbag chairs, rocking chairs); reducing direct light when possible (e.g., using upward projecting light, providing a visor to a student who is especially sensitive); and minimizing distracting noises (e.g., providing earplugs or headphones during certain activities).

9: Take a break

Some students work best when they can pause between tasks and take a break of some kind (walk around, stretch, or simply stop working). Some learners will need walking breaks - these breaks can last anywhere from a few seconds to fifteen or twenty minutes. Some students will need to walk up and down a hallway once or twice, others will be fine if allowed to wander around in the classroom.

A teacher who realized the importance of these instructional pauses decided to offer them to all learners. He regularly gave students a prompt to discuss (e.g., What do you know about probability?) and then directed them to "talk and walk" with a partner.

10: Include

If students are to learn appropriate behaviors, they will need to be in the inclusive environment to see and hear how their peers talk and act. If students are to learn social skills, they will need to be in a space where they can listen to and learn from others who are socializing. If students will need specialized supports to succeed academically, then teachers need to see the learner functioning in the inclusive classroom to know what types of supports will be needed.

If it is true that we learn by doing, then the best way to learn about supporting students with autism in inclusive schools is to include them.
This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com. Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.

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Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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While most educators agree that no recipe exists for teaching any individual student or group of students, there are certainly some guidelines that can be helpful for supporting students with certain labels. Students with autism may have unique needs with learning, social skills, and communication, therefore, teachers will need strategies to address each one of these areas.

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A Tale of Two Teachers | Melissa Crum | TEDxColumbusWomen

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A Tale of Two Teachers | Melissa Crum | TEDxColumbusWomen

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A Tale of Two Teachers | Melissa Crum | TEDxColumbusWomen

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5 Effective Strategies for the Inclusive Classroom | Kristin Vogel

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5 Effective Strategies for the Inclusive Classroom | Kristin Vogel

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Here are five strategies that have been successful for working with students in an inclusive classroom.

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Loralie Baum

Students with special and exceptional needs are placed in inclusive learning environments more frequently than in the past. For general educators with a limited special education background, this can often be anxiety provoking and stressful. Every teacher wants to provide the best instruction and education for her students. As a special education teacher for the past ten years, my job has been to support general education teachers when we share responsibility of students with special needs. I work with them to ensure that all students have the necessary resources in order to be successful, and that they themselves can grow and learn as an educator. Here are five strategies that have been successful for working with students in the inclusive classroom.

1. Get to know your students' IEPs/504s

Upon receiving notice that a student with a specific plan is entering your class, it's important to connect with that student's case manager. For a student with a 504 plan, that is usually the school counselor; for a student with an IEP it's either the Special Education Teacher or Resource Specialist. You should receive a brief synopsis of the IEP, often referred to as the "IEP at a Glance" form. This will detail the specific services and minutes each student receives, as well as any accommodations and modifications that are available for them.

One of the most common accommodations for students with special needs is preferential seating. This doesn't always mean in the front row of the classroom right next to the teacher's desk. There are many instances where seating a student in the front row can be catastrophic! Most of the rooms I see are grouped in clusters; I like to make sure that a student I am working with is next to peers they feel comfortable with, and can help explain a concept during collaborative time. Seats away from distractions such as windows or doors is quite helpful for students with attention issues.
Take Action: Check and make sure you have current documents for students in your class. Make a chart with what services each student receives and how frequently. Make note of their next IEP meeting date. If you haven't started one yet, start a folder for student work samples-this will make the Special Educator's job that much easier!
2. Implement Universal Design for Learning (UDL)

Universal Design is so much more than one of the hottest buzzwords circulating around education circles. It's an approach to curriculum planning and mapping that makes learning engaging and accessible to a wider range of learners with different strengths and needs. UDL builds on Howard Gardner's theories of multiple intelligences , in that it calls for teaching to utilize multiple modalities, and for students to respond to learning with a variety of assessment tools. Educators that recognize the importance of UDL realize that we all learn and express ourselves in different ways, and that in order to assess skills we need to be allowed to use our strengths, while practicing our areas of need at the same time.

A great introduction to the concepts behind UDL can be found at CAST's website .
Take Action: View the video and reflect on your teaching practices. How are you engaging students? How do students show what they know? How are students presented with material?
3. Support Important Life Skills

As a seasoned educator, when I hear the term "life skills", I often think of tasks that are performed by our more severely disabled students, many of whom are not in a general education environment. When I do this, I am shortchanging my students, many who lack very necessary skills they need in order to be a productive and contributing member of society. Many general education mainstream students cannot perform the following simple tasks:

telling time from an analog clock

writing a simple letter

signing their name in cursive

note taking and study skills

Many of the teachers that I work with have a "Study Skills Thursday", where students clean out their backpacks, organize their binders and notebooks, and focus on developing and self-reflecting on both short and long-term goals. I also do locker checks with some of my students. The battle is half won if a student comes to school organized and prepared.
Take Action: Find or create a survey for your students to gauge what essential skills they have, and what they need (I use this Learning Skills and Work Habits Student Self-Assessment Checklist from Teachers Pay teachers). How can you incorporate instruction in these skills into your everyday schedule? Take Action: Try to find a common time to sit and meet with your grade-level Special Education teacher. How can you work together to improve student learning? Draft a plan to hand to your administrator; perhaps you can receive a stipend for your planning time!
4. Engage in Collaborative Planning and Teaching

No classroom is an island, especially an inclusive classroom. Opening up your room to service providers, paraprofessionals, special education teachers, and parents gives you valuable opportunities to participate in collaborative teaching. Collaborative teaching looks differently depending on what school, level, and setting you are working. I am fortunate enough to work in a school where collaborative teaching is encouraged and celebrated. Teachers have common planning times, and professional development time is often set aside for teachers to plan together. This often spans grade levels and subject areas.

5. Develop a strong Behavior Management Plan

Having a successful inclusive classroom depends upon having control of your classroom. It is essential to have clearly communicated expectations and goals, that are accessible to all students. Your classroom environment should be tailored to better suit diverse students' needs. With students' and specialists' input, create a checklist or action plan for students.
Take Action: Look through student IEPs to see if any student has a formal Behavior Intervention Plan (BIP). Consult with your Special Education teacher for resources on how to establish and strengthen behavior management in your classroom. If possible, have the SpEd teacher observe and give feedback.
Some specific behavior management strategies that support effective instruction are:

Posting daily schedules

Displaying classroom rules and expectations

Encouraging peer to peer instruction and leadership

Using signals to quiet down, start working, and putting away materials.

Giving students folders, labels and containers to organize supplies.

Checking in with students while they work

Utilizing proactive rather than reactive interventions as needed

Speaking to students privately about any concerns

Employing specific, targeted positive reinforcement when a student meets a behavioral or academic goal.

There are many pieces to the puzzle for creating an effective inclusive classroom. Communication is key, and collaboration with other educators and professionals has a great benefit to all.

5 Effective Strategies for the Inclusive Classroom

Author

Kristin Vogel

Kristin Vogel is a Resource Specialist in San Bruno, CA. She has been teaching in the Bay Area for the past ten years, and has worked in a variety of school settings for students with special needs. Kristin brings a strong sense of social justice pedagogy to her craft, and actively participates in local, state, and national advocacy groups to ensure the best education for all students. She resides in San Francisco, CA, and is a pretty big nerd.

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5 Effective Strategies for the Inclusive Classroom

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Students with special and exceptional needs are placed in inclusive learning environments more frequently than in the past. For general educators with a limited special education background, this can often be anxiety provoking and stressful. Here are five strategies that have been successful for working with students in the inclusive classroom.

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In a culture where being social and outgoing are prized above all else, it can be difficult, even shameful, to be an introvert. But, as Susan Cain argues in this passionate talk, introverts bring extraordinary talents and abilities to the world, and should be encouraged and celebrated.

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How Your Body Language Shapes Who You Are - TED Talk

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How Your Body Language Shapes Who You Are - TED Talk

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Amy Cuddy: Your body language may shape who you are

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(NOTE: Some of the findings presented in this talk have been referenced in an ongoing debate among social scientists about robustness and reproducibility. Read "Corrections & Updates" below for more details as well as Amy Cuddy's response.) Body language affects how others see us, but it may also change how we see ourselves.

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Inclusive Education: What It Means, Proven Strategies, and a Case Study | Dr. Lilla Dale McManis

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Inclusive Education: What It Means, Proven Strategies, and a Case Study | Dr. Lilla Dale McManis

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Considering the potential of inclusive education at your school? Perhaps you are currently working in an inclusive classroom and looking for effective strategies. Lean into this deep-dive article on inclusive education to gather a solid understanding of what it means, what the research shows, and proven strategies that bring out the benefits for everyone.

What is inclusive education?

Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012).

The school and classroom operate on the premise that students with disabilities are as fundamentally competent as students without disabilities. Therefore, all students can be full participants in their classrooms and in the local school community. Much of the movement is related to legislation that students receive their education in the least restrictive environment (LRE). This means they are with their peers without disabilities to the maximum degree possible, with general education the placement of first choice for all students (Alquraini & Gut, 2012).

Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity, which can include physical, cognitive, academic, social, and emotional. This is not to say that students never need to spend time out of regular education classes, because sometimes they do for a very particular purpose - for instance, for speech or occupational therapy. But the goal is this should be the exception.

The driving principle is to make all students feel welcomed, appropriately challenged, and supported in their efforts. It's also critically important that the adults are supported, too. This includes the regular education teacher and the special education teacher, as well as all other staff and faculty who are key stakeholders - and that also includes parents.

The research basis for inclusive education

Inclusive education and inclusive classrooms are gaining steam because there is so much research-based evidence around the benefits. Take a look.

Benefits for students

Simply put, both students with and without disabilities learn more. Many studies over the past three decades have found that students with disabilities have higher achievement and improved skills through inclusive education, and their peers without challenges benefit, too (Bui, et al., 2010; Dupuis, Barclay, Holms, Platt, Shaha, & Lewis, 2006; Newman, 2006; Alquraini & Gut, 2012).

For students with disabilities ( SWD), this includes academic gains in literacy (reading and writing), math, and social studies - both in grades and on standardized tests - better communication skills, and improved social skills and more friendships. More time in the general classroom for SWD is also associated with fewer absences and referrals for disruptive behavior. This could be related to findings about attitude - they have a higher self-concept, they like school and their teachers more, and are more motivated around working and learning.

Their peers without disabilities also show more positive attitudes in these same areas when in inclusive classrooms. They make greater academic gains in reading and math. Research shows the presence of SWD gives non-SWD new kinds of learning opportunities. One of these is when they serve as peer-coaches. By learning how to help another student, their own performance improves. Another is that as teachers take into greater consideration their diverse SWD learners, they provide instruction in a wider range of learning modalities (visual, auditory, and kinesthetic), which benefits their regular ed students as well.

Researchers often explore concerns and potential pitfalls that might make instruction less effective in inclusion classrooms (Bui et al., 2010; Dupois et al., 2006). But findings show this is not the case. Neither instructional time nor how much time students are engaged differs between inclusive and non-inclusive classrooms. In fact, in many instances, regular ed students report little to no awareness that there even are students with disabilities in their classes. When they are aware, they demonstrate more acceptance and tolerance for SWD when they all experience an inclusive education together.

Parent's feelings and attitudes

Parents, of course, have a big part to play. A comprehensive review of the literature (de Boer, Pijl, & Minnaert, 2010) found that on average, parents are somewhat uncertain if inclusion is a good option for their SWD. On the upside, the more experience with inclusive education they had, the more positive parents of SWD were about it. Additionally, parents of regular ed students held a decidedly positive attitude toward inclusive education.

Now that we've seen the research highlights on outcomes, let's take a look at strategies to put inclusive education in practice.

Inclusive classroom strategies

There is a definite need for teachers to be supported in implementing an inclusive classroom. A rigorous literature review of studies found most teachers had either neutral or negative attitudes about inclusive education (de Boer, Pijl, & Minnaert, 2011). It turns out that much of this is because they do not feel they are very knowledgeable, competent, or confident about how to educate SWD.

However, similar to parents, teachers with more experience - and, in the case of teachers, more training with inclusive education - were significantly more positive about it. Evidence supports that to be effective, teachers need an understanding of best practices in teaching and of adapted instruction for SWD; but positive attitudes toward inclusion are also among the most important for creating an inclusive classroom that works (Savage & Erten, 2015).

Of course, a modest blog article like this is only going to give the highlights of what have been found to be effective inclusive strategies. For there to be true long-term success necessitates formal training. To give you an idea though, here are strategies recommended by several research studies and applied experience (Morningstar, Shogren, Lee, & Born, 2015; Alquraini, & Gut, 2012).

Use a variety of instructional formats

Start with whole-group instruction and transition to flexible groupings which could be small groups, stations/centers, and paired learning. With regard to the whole group, using technology such as interactive whiteboards is related to high student engagement. Regarding flexible groupings: for younger students, these are often teacher-led but for older students, they can be student-led with teacher monitoring. Peer-supported learning can be very effective and engaging and take the form of pair-work, cooperative grouping, peer tutoring, and student-led demonstrations.

Ensure access to academic curricular content

All students need the opportunity to have learning experiences in line with the same learning goals. This will necessitate thinking about what supports individual SWDs need, but overall strategies are making sure all students hear instructions, that they do indeed start activities, that all students participate in large group instruction, and that students transition in and out of the classroom at the same time. For this latter point, not only will it keep students on track with the lessons, their non-SWD peers do not see them leaving or entering in the middle of lessons, which can really highlight their differences.

Apply universal design for learning

These are methods that are varied and that support many learners' needs. They include multiple ways of representing content to students and for students to represent learning back, such as modeling, images, objectives and manipulatives, graphic organizers, oral and written responses, and technology. These can also be adapted as modifications for SWDs where they have large print, use headphones, are allowed to have a peer write their dictated response, draw a picture instead, use calculators, or just have extra time. Think too about the power of project-based and inquiry learning where students individually or collectively investigate an experience.

Now let's put it all together by looking at how a regular education teacher addresses the challenge and succeeds in using inclusive education in her classroom.

A case study of inclusive practices in schools and classes

Mrs. Brown has been teaching for several years now and is both excited and a little nervous about her school's decision to implement inclusive education. Over the years she has had several special education students in her class but they either got pulled out for time with specialists or just joined for activities like art, music, P.E., lunch, and sometimes for selected academics.

She has always found this method a bit disjointed and has wanted to be much more involved in educating these students and finding ways they can take part more fully in her classroom. She knows she needs guidance in designing and implementing her inclusive classroom, but she's ready for the challenge and looking forward to seeing the many benefits she's been reading and hearing about for the children, their families, their peers, herself, and the school as a whole.

During the month before school starts, Mrs. Brown meets with the special education teacher, Mr. Lopez - and other teachers and staff who work with her students - to coordinate the instructional plan that is based on the IEPs (Individual Educational Plan) of the three students with disabilities who will be in her class the upcoming year.

About two weeks before school starts, she invites each of the three children and their families to come into the classroom for individual tours and get-to-know-you sessions with both herself and the special education teacher. She makes sure to provide information about back-to-school night and extends a personal invitation to them to attend so they can meet the other families and children. She feels very good about how this is coming together and how excited and happy the children and their families are feeling. One student really summed it up when he told her, "You and I are going to have a great year!"

The school district and the principal have sent out communications to all the parents about the move to inclusion education at Mrs. Brown's school. Now she wants to make sure she really communicates effectively with the parents, especially as some of the parents of both SWD and regular ed students have expressed hesitation that having their child in an inclusive classroom would work.

She talks to the administration and other teachers and, with their okay, sends out a joint communication after about two months into the school year with some questions provided by the book Creating Inclusive Classrooms (Salend, 2001 referenced in Salend & Garrick-Duhaney, 2001) such as, "How has being in an inclusion classroom affected your child academically, socially, and behaviorally? Please describe any benefits or negative consequences you have observed in your child. What factors led to these changes?" and "How has your child's placement in an inclusion classroom affected you? Please describe any benefits or any negative consequences for you." and "What additional information would you like to have about inclusion and your child's class?" She plans to look for trends and prepare a communication that she will share with parents. She also plans to send out a questionnaire with different questions every couple of months throughout the school year.

Since she found out about the move to an inclusive education approach at her school, Mrs. Brown has been working closely with the special education teacher, Mr. Lopez, and reading a great deal about the benefits and the challenges. Determined to be successful, she is especially focused on effective inclusive classroom strategies.

Her hard work is paying off. Her mid-year and end-of-year results are very positive. The SWDs are meeting their IEP goals. Her regular ed students are excelling. A spirit of collaboration and positive energy pervades her classroom and she feels this in the whole school as they practice inclusive education. The children are happy and proud of their accomplishments. The principal regularly compliments her. The parents are positive, relaxed, and supportive.

Mrs. Brown knows she has more to learn and do, but her confidence and satisfaction are high. She is especially delighted that she has been selected to be a part of her district's team to train other regular education teachers about inclusive education and classrooms.

Summing Up

The future is very bright indeed for this approach. The evidence is mounting that inclusive education and classrooms are able to not only meet the requirements of LRE for students with disabilities, but to benefit regular education students as well. We see that with exposure both parents and teachers become more positive. Training and support allow regular education teachers to implement inclusive education with ease and success. All around it's a win-win!
Lilla Dale McManis, MEd, PhD has a BS in child development, an MEd in special education, and a PhD in educational psychology. She was a K-12 public school special education teacher for many years and has worked at universities, state agencies, and in industry teaching prospective teachers, conducting research and evaluation with at-risk populations, and designing educational technology. Currently, she is President of Parent in the Know where she works with families in need and also does business consulting.
Learn More: Click to view related resources.

Alquraini, T., & Gut, D. , "Critical components of successful inclusion of students with severe disabilities: Literature review. ," International Journal of Special Education, 27(1), 42-59.

Bui, X., Quirk, C., Almazan, S., & Valenti, M. , "Inclusive education research & practice. ," Maryland Coalition for Inclusive Education

de Boer, A., Pijl, S. J., & Minnaert, A. , "Attitudes of parents towards inclusive education: A review of the literature. ," European Journal of Special Needs Education, 25(2), 165-181.

de Boer, A. Pijl. S. J., & Minnaert, A. , "Regular primary schoolteachers' attitudes towards inclusive education: A review of the literature.," International Journal of Inclusive Education, 15(3), 331-353.

Dupuis, B., Barclay, J. W., Holmes, S. D., Platt, M., Shaha, S. H., & Lewis, V. K. , "Does inclusion help students: Perspectives from regular education and students with disabilities.," Journal of the American Academy of Special Education Professionals, Summer, 74-91.

Morningstar, M. E., Shogren, K. A., Lee, H., & Born, K. , "Preliminary lessons about supporting participation and learning in inclusive classrooms.," Research and Practice for Persons with Severe Disabilities, 40(3), 192-210.

Newman, L. , "General education participation and academic performance of students with learning disabilities.," National Center for Special Education Research, Institute of Education Sciences (IES).

Salend, S. J., & Garrick-Duhaney, L. M. , "What do families have to say about inclusion? How to pay attention and get results. ," Teaching Exceptional Children, 35(1), 62-66.

Savage, R. S., & Erten, O. , "Teaching in inclusive classrooms: The link between teachers' attitudes-practices and student outcomes.," Journal of Psychology & Psychotherapy, 5(6), 219.

Tags: Curriculum and Instruction, High School (Grades: 9-12), Middle School (Grades: 6-8), Pros and Cons, Teacher-Parent Relationships, The Inclusive Classroom

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Inclusive Education: Definition, Examples, and Classroom Strategies

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Considering the potential of inclusive education at your school? Perhaps you are currently working in an inclusive classroom and looking for effective strategies. Lean into this deep-dive article on inclusive education to gather a solid understanding of what it means, what the research shows, and proven strategies that bring out the benefits for everyone.

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An article to get teachers to consider how their teaching practice can be a collaborative sport.

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The year 1777 was not a particularly good time for America's newly formed revolutionary army. Under General George Washington's command, some 11,000 soldiers made their way to Valley Forge. Following the latest defeat in a string of battles that left Philadelphia in the hands of British forces, these tired, demoralized, and poorly equipped early American heroes knew they now faced another devastating winter.

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