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My inclusive classoroom would be situated in ground floor of school. It will have exit to playground and garden. It will have several zones: zone for studying, for relaxing and zone for practical use. In the studying zone there will be round tables with adjustable chairs (for taller or smaller students) in center of the zone so the children could walk if they need to. In the front there will be ''smart-board'' so the learning will be interactive. On the big wall there will be shelves with childrens' names. In each shelf there will be box with materials, books and tablet. Children will come only with their bags and notebooks because they will have everything in classroom. They will learn in school so they could play with parents at home or go to theraphy. In the corner of the room there will be teacher's desk. On the pin board there will be schedule so everybody will know what is the plan for today/week/month. In the zone of relaxing there will be shelves with books, board games, carpet, bean bags and ballpoll. There will be also bubble tubes. Wall be colored in green. In the practical zone there will be square tables, sink and little stove (which will be off when it's not using). In the practical zone we will make experiments, workshops, cooking. Windows of practial zone would look at the garden so we can follow changes in nature, arrange about plants; when we cook something to go out and eat it in summer house. In my classroom I will use boardmaker, tablets with a lot of learning apps, didactical toys, Tobii communicator, helpikeys keyboard, assistive technology kits, playground. My classroom will be adjustable for children with all kind of needs. It is importanant to have staff that you can easily move and use when you need it (connect tables in one). There will be locker between study zone and practical zone which will have a lot of papers, models (of human, animal, windmill, technical models...), crayons, clays and other material. There will be also kept graphomotor sheets, learning lessons for me. In teaching I will include paper and pen, technology, practical use and outside games. Children learn more observing and making it then to read or hear. We will go to many places so students could see in reality what we have learned in classroom. Instead of bell, there will be Mozart playing for ending the lessons so the children would not be suprised by suddenly loud sound. Walls of classroom will be colored in bright colors (each color for one zone) but not with too many colors because on the walls will be theirs works so too many colors will distract their attention. In classroom there will be also a few plants so the space will look more naturaly and homely. Light will come mostly from outside and we will have possibility to adapt light strenght on regular light (yellow light). Children will have help from the assistant. In the classroom there will be max.10 students so the teacher could work more individual with each student.

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In my work I didn't meet gifted student, but I would give him extra tasks which will include exploring through encyclopedia or google, make him a teacher for a day.

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I would give Giualiana more physical activity (to wash blackboard, help me to divide tasks to other students), printed plan of today's lessons, doing tasks one by one, giving directions of task in simple sentences and each sentences should be in another line, mark homework or tasks on organizator (something like teacher Jon described), sit her in first row, direct attention by touching on shoulder.

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I would give Rosie to do tasks in way that she can presents best (through acting, painting, connecting knowledge about facts with lessons). She would have breaks in time of teaching, written plan of blackboard, timetable for every day.

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I would give Tyler printed plan of blackboard so he can follow the activity directly (writen with Arial font 12/14 and with bigger space between sentences or fragment), give him more time to write tasks perhaps on computer, evaluate his work not writing, break lessons on small parts; each fragment can be described in one or two sentences using key words different colored.

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I found videos very interesting. I am looking forward to see some other tips to make my classroom more inclusive.

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Hi, I'm Jelena and I'm from Croatia. I work in primary school as a SE teacher in speacial class. In our school children with special educational needs are included in each of classes.

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In my classroom there are 11 pupils, each with different dyg. It's very small classroom so we don't have areas like time-out zone or reading zone. Usually I don't use blackboard but I print for them lessons and they paste it in their notebooks so we could have more time to talk about lessons. I include in teaching videos, pictures, concretes, nature materials, visit places/make experiments/make creative things connected to the lessons they learn so they can see what they learn in reality, listening books instead of reading.

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Students with SEN can go to regular or special school. For those who go in regular school we have partially integration. Partially integrated means that they listen subjects like math, language or nature in special classroom (specially adjusted curriculum) with SEN Teacher, and other subjects (art, music, P.E.) they listen in regular class with their peers. In those subjects they have individual approach and adjusted program. Sometimes they have assistant to help them.

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I work as a SE teacher for 8 years. I am the happiest person when my students go to high school and visit me to say that they were happy because I was their teacher <3
I am looking forward to every day because I know it will be full of laugh and challenge.

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In Croatia we have definition of half-part integration pupils with SEN: they listen main subjects (math, biology, language- they don't learn history, geography, physic) in special classroom by SEN teacher. And they go in regular classroom with their peers for music, art, gymnastics. In regular class they should have individual approach by each teacher but sometimes teacher don't have much time to spend with SEN pupil because he is overloaded with other pupils.

I think integration is very important. But it's not 100% usable in real class (too much students, too much papirology, less knowledge/understanding for SEN).  Sometimes we are overloaded with SEN pupils in special classroom so teachers can't work individual with each pupil or it's difficult to integrate all of the students at the same time because of the differents in age (I teach 11 SEN pupils from 7 till 14 years at the same time).

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The key for a better inclusion is collaboration with other teachers and with parents. It is a hard work but we have to be support each other because we have the same goal - to see SEN children included in real life.

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I have a few parents which are disinterested in development of their children so they don't come on parental meetings or individual talking. I have to send them official letter or I have to contact social services. They don't understand and they don't want to understand a real needs of their children. On the other side, a few parents are amazing-they are always in contact or include in workshops (for birthdays, christmas, easter...). They are trying to inform me about + or - changes. And we are trying to teach each other how to include their children in community.

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I am a special education teacher and I collaborate with general teachers and with assistent of SEN students. I am trying to help them with their curriculum so they can adapt goals and methodes for SEN students.

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I have four parental meetings through the year, and each month I have an individual talk with each parent about achievements of their child. With other teachers I have meetings every 2-3 months and I work closly with expert service (pedagog, psychologist) on weekly base.

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I will try to use self-reflection tool more than once in school year.

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In this module I found self-reflection form very interesting and usefull for personal and working development. I found very interesting videos about including tablet in teaching.

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I don't use tablets in classroom because we don't have them (neither school or parents can afford them).

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I use a lot of practical work, photography, concretes, films and songs, games, puzzles, acting and live visting to connect with the theme they heard about in a class. This pic is about solar system - each student made it his own s.s. and we are going to visit astronomic center.

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UDL is a great tool for teaching in a different way each child and giving him opportunity to be included. Possible barriers are lack of time and lack of technology, materials.