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Maybe we could use this for our video's introduction

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“Regular schools with [an] inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system.”

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An Inclusive Curriculum is one which accommodates the needs of all children, affording them the time, space and opportunity to participate and engage at their own level.It also commits to the provision of supports that will enable all children to reach their own potential. An inclusive setting is not one that looks to change the individual or make him or her fit, but one that purposefully makes an effort to change the environment.

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An Inclusive Curriculum is one which accommodates the needs of all children, affording them the time, space and opportunity to participate and engage at their own level.It also commits to the provision of supports that will enable all children to reach their own potential. An inclusive setting is not one that looks to change the individual or make him or her fit, but one that purposefully makes an effort to change the environment.

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Leadership for Inclusion, LINC Programme | The Leadership for INClusion in the Early Years programme, LINC, is a Level 6 Special Purpose Award, which will enable Early Years' Educators to perform the role of Inclusion Coordinator within their setting in Ireland.

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In this edition of the LINC Programme blog we define an inclusive curriculum and examine the features of an inclusive curriculum that could be incorporated into an early learning and care setting.

An Inclusive Curriculum is one which accommodates the needs of all children, affording them the time, space and opportunity to participate and engage at their own level.

It also commits to the provision of supports that will enable all children to reach their own potential. An inclusive setting is not one that looks to change the individual or make him or her fit, but one that purposefully makes an effort to change the environment.

Among the Features of an Inclusive Curriculum are:

Atmosphere

The early years’ teacher should:

Make sure all children feel accepted and that they belong.

Encourage openness and warmth among the children.

Model values of fairness, empathy, acceptance, kindness and respect.

Make sure they provide a balance of challenge and support to enable the children to learn.

Challenge any and all stereotypical comments and inappropriate behaviours.

Environment

The early years’ teacher should:

Ensure access is possible for all children and adults.

Ensure that all materials and resources are available for all children to select, use and return as they desire.

Ensure there are images and visual displays in the classroom that are gender-balanced and reflect the diversity of the community inside and outside the classroom.

Consider the needs of all children when daily routines are being established.

The Children’s Work

The early years’ teacher should:

Ensure all children are actively engaged with materials and resources, their peers and adults.

Ensure that activities are accessible to all and following the children’s lines of enquiry.

That children’s artwork and photos are displayed at their eye level with their names clearly displayed. All children should be represented in this display.

Staff interactions

Adults should show their enjoyment in spending time with the children in the way they communicate with the children at their level in a respectful way.

There should be visual aids available to support communication with non-verbal children.

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The Features of an Inclusive Curriculum in an Early Learning and Care Setting

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In this edition of the LINC Programme blog we define an inclusive curriculum and examine the features of an inclusive curriculum that could be incorporated into an early learning and care setting. An Inclusive Curriculum is one […]

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Facilities and infrastructure both soft and hard equipment in education are needed, there is nodifference in the rights of children with special needs with other children. They are both the nation's childrenand have the right to receive a proper education. Educational services must support the fulfillment of facilitiesand infrastructure so that learning activities take place well.

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Facilities and infrastructure both soft and hard equipment in education are needed, there is nodifference in the rights of children with special needs with other children. They are both the nation's childrenand have the right to receive a proper education. Educational services must support the fulfillment of facilitiesand infrastructure so that learning activities take place well.

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1. Lacking experience in an inclusion setting
2. Lacking experience with severe and profound disabilities
3. Creating activities that include all students
4. Educating students with less severe disabilities
5. Dealing with death
6. Not having enough teacher aides
7. Teaching compassion to students
8. Dealing with parents of "typically developing" students
9. Addressing individualized lesson plans
10. Coordinating therapies

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Issues in Inclusive Education

As the mother of a child that has been in a fully inclusive classroom since preschool, I have seen the ups and downs, advantages, and challenges of this type of classroom setting.

Inclusion classrooms are a wonderful concept, but they require a lot of training, patience, and compassion on the part of the teachers. Fully inclusive classrooms have students across the educational and developmental spectrum, ranging from typically developing students to severe and profoundly disabled students. For this reason, it becomes a challenge for the teacher to support all of the students in a balanced way.

What Challenges Do Teachers Face in Inclusive Classrooms?

What are the top challenges teachers face in a special-needs-inclusive classroom? Let's take a closer look:

1. Lacking experience in an inclusion setting

2. Lacking experience with severe and profound disabilities

3. Creating activities that include all students

4. Educating students with less severe disabilities

5. Dealing with death

6. Not having enough teacher aides

7. Teaching compassion to students

8. Dealing with parents of "typically developing" students

9. Addressing individualized lesson plans

10. Coordinating therapies

1. Lacking Experience in an Inclusion Setting

Some teachers have not been exposed to special-needs classrooms, and this can be a disadvantage. New special education teachers may find the first year to be especially difficult. Educators need to coordinate efforts and understand the needs of the classroom in terms of developing skills and lesson plans.

2. Lacking Experience With Severe and Profound Disabilities

Students with severe and profound disabilities require more adaptation and medical attention than the average student. Teachers must be skilled in handling severe disabilities by creating lesson plans based on individual abilities and adhering to each child's dietary needs. If the teacher doesn't have sufficient experience, the child may not progress in their skills-or, in the worst-case scenario, they could experience adverse medical incidents.

3. Creating Activities That Include All Students

Special-needs-inclusive classrooms must be able to involve all of the students in all of the classroom activities. Teachers need to address how the students will communicate with each other and encourage everyone's participation. If there is a lack of adaptive equipment or adaptive communication and language tools, it makes it difficult for teachers to lead a united classroom.

4. Educating Students With Less Severe Disabilities

When there are children of all abilities in the classroom, both physical and academic, children in the middle can easily fall between the cracks. These children might have learning disabilities, hearing impairments, ADD, or language delays, to name a few examples. Providing the right amount of attention and adaptation can be challenging for teachers, especially if there is a higher teacher-to-student ratio.

5. Dealing With Death

Death is difficult for any teacher to explain to their students. When you have a special-needs-inclusive classroom, there may be students with chronic illnesses, and teachers may have to help their class process the death of a classmate.

6. Not Having Enough Teacher Aides

Normally, inclusive classrooms have a regular educator and a special-needs educator. Due to the nature of the classroom and its size, it is imperative to have an appropriate number of teacher aides to assist the teachers with day-to-day activities. But teachers often don't get the resources they need, including teacher aides.

7. Teaching Compassion to Students

Not all students have been exposed to persons with special needs before, and this becomes a challenge for teachers. Teachers must not tolerate insensitivity and cruelty. They must teach that all students are to be treated with respect, regardless of ability.

8. Dealing With Parents of "Typically Developing" Students

Just like the students, some parents are not used to dealing with persons with special needs. Teachers need to convey to parents how the classroom is conducted, and they need to reassure parents that every student's needs will be met.

9. Addressing Individualized Lesson Plans

Individualized Education Programs (IEPs) are important for helping special-needs students succeed. Because there are varying abilities in an inclusive classroom, teachers need to balance multiple IEPs while addressing individual academic needs based on ability.

10. Coordinating Therapies

A special-needs inclusion classroom needs to be well organized and allow for students to attend therapy sessions. However, this becomes a challenge in planning day-to-day activities and keeping all students engaged and learning.

The First Step to Success Is Better Training for Teachers

Although many schools are moving towards special-needs-inclusive classrooms, there are a number of issues or challenges that need to be addressed. Ensuring that teachers are fully trained and prepared is the first step in making special-needs-inclusive classrooms a success.

Further Reading
This content is accurate and true to the best of the author's knowledge and is not meant to substitute for formal and individualized advice from a qualified professional.
belayneh agedew on March 18, 2020:

Thankyou so much more for your information

Jeremiah on October 16, 2019:

I have worked as both a classroom teacher and as a SEP teacher and there are definitely benefits to an inclusive classroom but huge challenges to make it run as it is intended.

For starters, the SEP is unable to get to each SEP student on a daily basis. This prevents the SEP from being able to have organic observations VS scheduled observations which may result in unrealistic supports put in place. Secondly, the EAs are now being used to work in 1:1 or small groups with SEP students, and I have found they go on stress leave more often because they have a difficult gig (not always, but it happens). When they are away, substitute support staff are not experienced enough to know how to support the students they work with.

For classroom teachers, they struggle to provide adequate material suitable for the SE students while also providing mainstream instruction for the other students. I also find that mainstream students who are "bored" become behavioral problems because they are not being stimulated enough. The biggest issue I get from classroom teachers are not the SEP students, but the behavioral students. The behavioral students are acting out because they are lacking something and it becomes very difficult for the teacher to find the void and fill it while also differentiating for the SEP students, and the regular students.

Its a juggling act, and I am a supporter of inclusion but I am not a fan of full inclusion. During Core subjects I think students need to be bunched based on their ability so there is a smaller range of differentiation so we can target and see larger growth in core subjects.

It seems almost forbidden to mention that there are hardships with inclusive education, but its good to discuss the pros and cons. The pros include realistic settings, social development, and of course feeling a part of the general student body. Kids learn off each other, but they also develop the "bad habits" that some students may for due to being under-stimulated due to the juggling act a teacher must try to enact on a daily basis.

I have seen larger school boards implement a co-teaching system which I have become a big fan of! They work in tangent in the classroom with a larger population providing adequate materials for each group of students.

Collins on October 04, 2019:

Nice one

Raphael on October 03, 2019:

I need your reference

Mr Lokqwe BL on September 25, 2019:

I think now is the time for government to pay teachers descent salaries not peanuts because MP's are getting a lot of money whereas they are doing nothing in Parliament, some are just there to sleep so why we don't we invest in teachers for the sake of our children's future.

Gina on January 26, 2019:

Ms Ramos,

I am a teacher in the basic education and is doing a dissertation about problems and issues of learners with disabilities. I am not a special education teacher but i have felt the burden they are facing when it comes to the implementation of inclusive education. I am grateful to you for publishing this issue so, teachers and other concerned people may take the initiative to lessen the burden of these teachers in this inclusive education classrooms.

There are many issues that our inclusive education program is facing these days, and I am very thankful that you have transcribed some of them.

Since I am doing my papers right now, could I use this article as my reference?

Thank you and I am hoping that parents with children like yours would also post their own concerns about their experiences in the inclusive education.

More blessings!

Gina

Laxmi on December 05, 2018:

Nice

ardon B. Calingacion on November 28, 2018:

hi Ms. Ramos,

thanks you for this post.. as a student-researcher having success stories of learners with special needs as my subject matter, this problem will be very essential and crucial to consider when making a a inclusive classroom.

may i ask for your permission to use this post of yours as my reference.

thank you

Jessnah albarando on September 08, 2018:

It really helps may situation god bless

Bee on August 03, 2018:

The saddest thing about including some special needs students in speciality classes like EMT/Paramedics, these student go out in the real world thinking I did this in HS I can be a firefighter/Paramedic. In reality the student didn't have the skill set to pass all of the required test. Example, a student went to take a fireman's exam and told them he had an IEP, in the real world they didn't care.

Soubhagya padhan on February 10, 2016:

Inclusion is necessary in a diversity. It is not only the right of the CWSN, but also the duty of the Government, as well as Non- Government Organisation to provide education to all. To teach in an inclusive classroom is a crucial task for the general education teacher , for that sincere qualified trained teachers are require. after training follow up service should be there. Never the less the suceess of inclusive Education is depend upon the attitude of the teachers, parents, peers of CWSN etc...

Kiconco Moses Ntegyereize--Uganda on December 10, 2015:

Teachers need to be trained in order to acquire skills

jashon auko on October 30, 2015:

I think the government should increase payment of these teachers

tajunnisa teacher kendriya vidyalaya mysore India on November 25, 2014:

information is quiet useful add some easy useful strategies to deal with children having auditory disabilities having hearing aid

Sujbin on October 22, 2014:

please would anyone like to ansanswer me the following question problems that we face while teaching child with special needs

okuro michael. on April 30, 2014:

I think the Government must always give necessary support to these learners and teachers handling inclusive classes must be properly trained and well equipped with skills.

Hendrina on April 05, 2013:

both learners with and without special needs , they need to receive equal education therefore i am suggestion more teachers to be train in order to perform their duties, more teaching aid should be implemented in order to enhance learners learning.

filimonawit sheferaw on March 22, 2013:

oh its good note ==================================

chulumanda Benson Mulenga - Zambia on May 07, 2012:

Inclusion can just be a dream if necessary measures have not been put in place. inclusion requires careful planning in terms of both human and material resources. Rushing into inclusion despite its merits can disadvantage a child even more!

Abundant Old Soul from united states on January 24, 2012:

I have been where you are. I know the system. Take heart. There are teachers who are saving lives. If you need some inspiration look at my hubs.

Francis ekwau Uganda on January 12, 2012:

Teaching inclusive classes requires teachers to be able to asses the level of special need in a learner ranging from mild, severe and profound. Then be able to plan what is worth for all. Tr. Of special needs Uganda.

Francis ekwau on January 12, 2012:

Teaching inclusive classes requires teachers to be able to asses the level of special need in a learner ranging from mild, severe and profound. The be able to plan what is worth for all. Tr. Of special needs Uganda.

Ndango Algred, student teacher on October 28, 2011:

Inclusive education is really another thing in Namibia. schools do have extra classes for inclusive children and you will find that these children are being forced to attend school with able learners, but really these leaners do not used to endup anywhere since the government can not even carter for all these children. I think its time our government has to look at this problem and take it into consideration because even the teachers who are teaching inclusive classrooms are not being trained for them to requier enough skills which they will be able to deal with this situation.

sticks on September 19, 2011:

Iclusion shoul start at childhooh level at home . Parents and the community at large should incoorparate children with special needs in all facets of life.We shoul see disabled people representing others in education,politics,sports and everywhere.

Mukuli Peter on September 12, 2011:

Inclusion in developing countries like Zimbabwe is still a big challenge because most schools were built without the requisite infrastructure, equipment and facilities. Most regular schools therefore need to be upgraded before they can accommodate and include learners of different abilities. This places budgetary constraints on responsible authorities and the government.

Rose Clearfield from Milwaukee, Wisconsin on May 18, 2011:

Wonderfully written. All great points. As a special education teacher, I've seen many of these issues first hand. Inclusion is done with the best of intentions, but I think that a lot of teachers just aren't prepared for it. I wish that teacher education programs were doing more to address this.

Ryan Clinton from room17art@yahoo.com on March 14, 2010:

Many schools require special needs students to be mainstreamed and do not provide the teacher with the information required to provide the special help. In an ideal world teachers will learn and do all they can but when teachers have 150 students it can be difficult to learn about individual students quickly. Inclusion should be a carefully planned process for the welfare of the child. Thanks for the hub.

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As the mother of a child that has been in a fully inclusive classroom since preschool, I have seen the ups and downs, advantages, and challenges of this type of classroom setting. Inclusion classrooms are a wonderful concept, but they require a lot of training, patience, and compassion on the part of the teachers.

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https://educerecentre.com/challenges-of-inclusive-education/

1. Characteristics of Individual Pupils: As we know in a diverse classroom all of the children are sitting together in a classroom. There are many students suffer from different disabilities. It is very difficult to identify them from a diverse classroom.

2. Lack of access to the mainstream: At present only 4 to 5% of children with special needs out of 30 million have access to education. Many schools do not show a willingness to cater to the needs of these children

3. Lack of awareness and Attitude: The whole idea of inclusive education is defeated due to lack of awareness, positive attitude and sensitivity on the part of teachers, classmates, parents and community and as a result these children experience discrimination.

4. Lack of trained teachers: Teachers lack competence and will to modify methodology as per the need of children with special need and other children

5. Large class size: There are normally 60 to 70 students in a class which makes individualized attention very difficult and teachers find it all the more difficult with children with special needs.

6. Lack of child-centred and relevant Curriculum: The curriculum lacks flexibility and does not provide choice to these children. The teaching-learning material is also not appropriate for children with and without special need.[1]

7. Lack of proper infrastructure: Children with specials need to require various types of teaching and learning aids. In India, most of the schools do not have proper teaching and learning aids

8. Lack of participatory activities: Children with special need require such a learning environment in which they can learn by participating in small groups

9. Involvement of parent and Community: As we know the children with learning disabilities are less encouraging. So the non-involvement of parents and community become a barrier

10. Accountability: The lack of accountability of teachers poses challenges in inclusive education

11. Partnership: Partnership between the parents, Teachers, School and Community etc to make the programme success. We found that the programme is missing

12. Collaboration or consultation: The collaboration between the different agencies of education such as Government, NGO, Community. We found that there is a lack of collaboration between them

13. Lack of Support: CWSN children required regular support from parents and teachers to make satisfactory learning. We found that there is a lack of support in some school even they discriminate those children with special needs

14. Peer Rejection: peers generally tries to bullying and sometimes reject them. They feel that these children are not a part of them. This is one of the major cause of children drops out of school. Peer rejection is one of the main barriers of inclusive education

15. Labelling: It means that categories of such children as per their disabilities.  These labelling does not suit them because they feel rejected

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Education of Children with Special Need has come a long way from Special Education to Integrated Education and from integrated education to inclusive education. Children with Special Needs(CWSN) required education in regular school, in their own society and by regular Teachers. Inclusion Values diversity. It acknowledges every learner,s fundamental right to learn and accepts that every child has unique abilities and needs[ 1]

Issues and Challenges of Inclusive Education

There are various issues and Challenges face by Children with Special Needs (CWSN) in inclusive education are:

1. Characteristics of Individual Pupils: As we know in a diverse classroom all of the children are sitting together in a classroom. There are many students suffer from different disabilities. It is very difficult to identify them from a diverse classroom.

2. Lack of access to the mainstream: At present only 4 to 5% of children with special needs out of 30 million have access to education. Many schools do not show a willingness to cater to the needs of these children

3. Lack of awareness and Attitude: The whole idea of inclusive education is defeated due to lack of awareness, positive attitude and sensitivity on the part of teachers, classmates, parents and community and as a result these children experience discrimination.

4. Lack of trained teachers: Teachers lack competence and will to modify methodology as per the need of children with special need and other children

5. Large class size: There are normally 60 to 70 students in a class which makes individualized attention very difficult and teachers find it all the more difficult with children with special needs.

6. Lack of child-centred and relevant Curriculum: The curriculum lacks flexibility and does not provide choice to these children. The teaching-learning material is also not appropriate for children with and without special need.[1]

7. Lack of proper infrastructure: Children with specials need to require various types of teaching and learning aids. In India, most of the schools do not have proper teaching and learning aids

8. Lack of participatory activities: Children with special need require such a learning environment in which they can learn by participating in small groups

9. Involvement of parent and Community: As we know the children with learning disabilities are less encouraging. So the non-involvement of parents and community become a barrier

10. Accountability: The lack of accountability of teachers poses challenges in inclusive education

11. Partnership: Partnership between the parents, Teachers, School and Community etc to make the programme success. We found that the programme is missing

12. Collaboration or consultation: The collaboration between the different agencies of education such as Government, NGO, Community. We found that there is a lack of collaboration between them

13. Lack of Support: CWSN children required regular support from parents and teachers to make satisfactory learning. We found that there is a lack of support in some school even they discriminate those children with special needs

14. Peer Rejection: peers generally tries to bullying and sometimes reject them. They feel that these children are not a part of them. This is one of the major cause of children drops out of school. Peer rejection is one of the main barriers of inclusive education

15. Labelling: It means that categories of such children as per their disabilities. These labelling does not suit them because they feel rejected

Conclusion

In Conclusion, The realization of the slogan of the millennium "EDUCATION FOR ALL" is not possible unless educational opportunities are provided to all including the children with special needs.[ 2]

Knowing the massive number of children with special needs and limitations of the formal system non-formal and informal mode of education must provide their support.

Many open universities including IGNOU is providing need-based education and training. ODL mode provides flexible time, location and is self-paced thus fitting into such a schedule that is suitable for children with special needs. At the same time, regular schools should be encouraged to welcome diversity and let the children with special needs feel that they are welcomed. [ 3]

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Education of Children with Special Need has come a long way from Special Education to Integrated Education and from integrated education to inclusive education. Children with Special Needs(CWSN) required education in regular school, in their own society and by regular Teachers. Inclusion Values diversity.

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https://www.thoughtco.com/inclusive-classroom-as-best-placement-3111022

Co-teaching: Often this approach is used by school districts, especially in secondary settings. I have often heard from general education teachers who are co-teaching provide very little support, are not involved in planning, in assessment or in instruction. Sometimes they just don't show up and tell their general ed partners when they have scheduled and IEP. Effective co-teachers help with planning, provide suggestions for differentiation across abilities, and do some instruction to give the general education teacher the opportunity to circulate and support all the students in a classroom.

Whole Class Inclusion: Some districts (like those in California) are placing dually certified teachers in classrooms as social studies, math or English Language Arts teachers in secondary classrooms. The teacher teaches the subject to both students with and without disabilities and carries a caseload of students enrolled in a specific grade, etc. They would most likely call these "inclusion classrooms" and include students who are English Language Learners or struggling with grades.

Push In: A resource teacher will come into the general classroom and meet with students during centers time to support their IEP goals and provide small group or individualized instruction. Often districts will encourage teachers to provide a mix of push in and pull out services. Sometimes the services are provided by a para-professional at the direction of a special education teacher.

Pull Out: This sort of "pull out" is usually indicated with a "Resource Room" placement in the IEP.  Students who have significant problems with attention and staying on task may benefit from a quieter setting without distractions. At the same time, children whose disabilities put them at a significant disadvantage with their typical peers may be more willing to "risk" reading aloud or doing math if they aren't worried about being "dissed" (dis-respected) or mocked by their general education peers.

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Federal law in the United States (according to the IDEA) prescribes that students with disabilities should be placed in their neighborhood school with as much time as possible in a general education setting. This is LRE, or Least Restrictive Environment, provides that children should receive educational services with their typical peers unless education there cannot be achieved satisfactorily even with appropriate supplementary aids and services. A district is required to maintain a full range of environments from least restrictive (general education) to most restrictive (special schools).

The Successful Inclusive Classroom

Keys to success include:

Students need to be active - not passive learners.

Children should be encouraged to make choices as often as possible, a good teacher will allow students some time to flounder as some of the most powerful learning stems from taking risks and learning from mistakes.

Parental involvement is crucial.

Students with disabilities must be free to learn at their own pace and have accommodations and alternative assessment strategies in place to meet their unique needs.

Students need to experience success, learning goals need to be specific, attainable and measurable and have some challenge to them.

What is the Teacher's Role?

The teacher facilitates the learning by encouraging, prompting, interacting, and probing with good questioning techniques, such as 'How do you know it's right-can you show me how?.' The teacher provides 3-4 activities that address the multiple learning styles and enables students make choices. For instance, in a spelling activity a student may choose to cut and paste the letters from newspapers or use magnetic letters to manipulate the words or use colored shaving cream to print the words. The teacher will have mini-conferences with students. The teacher will provide many learning manipulatives and opportunities for small group learning. Parent volunteers are helping with counting, reading, assisting with unfinished tasks, journals, reviewing basic concepts such as math facts and sight words.

In the inclusive classroom, a teacher will differentiate instruction as much as possible, which will benefit both the students with and without disabilities, since it will provide more individual attention and attention to

What Does the Classroom Look Like?

The classroom is a beehive of activity. Students should be engaged in problem solving activities. John Dewey once said, 'the only time we think is when we're given a problem.'

The classroom that is child centered relies on learning centers to support whole group and small group instruction. There will be a language center with learning goals, perhaps a media center with opportunity to listen to taped stories or create a multimedia presentation on the computer. There will be a music center and a math center with many manipulatives. Expectations should always be clearly stated prior to students engaging in learning activities. Effective classroom management tools and routines will provide students with reminders about the acceptable noise level, learning activity and accountability for producing a finished product or accomplishing the center tasks. The teacher will supervise learning throughout the centers while either landing at one center for small group instruction or creating "Teacher Time" as a rotation. Activities at the center take into consideration multiple intelligences and learning styles. Learning center time should begin with whole class instructions and end with whole class debriefing and evaluation: How did we do with maintaining a successful learning environment? Which centers were the most fun? Where did you learn the most?

Learning centers are a great way to differentiate instruction. You will place some activities that every child can complete, and some activities designed for advanced, on level and remediated instruction.

Models for Inclusion:

Co-teaching: Often this approach is used by school districts, especially in secondary settings. I have often heard from general education teachers who are co-teaching provide very little support, are not involved in planning, in assessment or in instruction. Sometimes they just don't show up and tell their general ed partners when they have scheduled and IEP. Effective co-teachers help with planning, provide suggestions for differentiation across abilities, and do some instruction to give the general education teacher the opportunity to circulate and support all the students in a classroom.

Whole Class Inclusion: Some districts (like those in California) are placing dually certified teachers in classrooms as social studies, math or English Language Arts teachers in secondary classrooms. The teacher teaches the subject to both students with and without disabilities and carries a caseload of students enrolled in a specific grade, etc. They would most likely call these " inclusion classrooms" and include students who are English Language Learners or struggling with grades.

Push In: A resource teacher will come into the general classroom and meet with students during centers time to support their IEP goals and provide small group or individualized instruction. Often districts will encourage teachers to provide a mix of push in and pull out services. Sometimes the services are provided by a para-professional at the direction of a special education teacher.

Pull Out: This sort of "pull out" is usually indicated with a " Resource Room" placement in the IEP. Students who have significant problems with attention and staying on task may benefit from a quieter setting without distractions. At the same time, children whose disabilities put them at a significant disadvantage with their typical peers may be more willing to "risk" reading aloud or doing math if they aren't worried about being "dissed" (dis-respected) or mocked by their general education peers.

What does Assessment Look Like?

Observation is key. Knowing what to look for is critical. Does the child give up easily? Does the child persevere? Is the child able to show how he got the task right? The teacher targets a few learning goals per day and a few students per day to observe for goal attainment. Formal/informal interviews will help the assessment process. How closely does the individual remain on task? Why or why not? How does the student feel about the activity? What are their thinking processes?

Successful learning centers require good classroom management and well known rules and procedures. A productive learning environment will take time to implement. The teacher may have to call the whole class together regularly in the beginning to ensure that all rules and expectations are being adhered to. Remember, think big but start small. Introduce a couple of centers per week. See more information on assessment.

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The Inclusive Classroom Best Supports Student Success

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Inclusion is the practice of placing students with disabilities in a general education classroom as much as possible, and is considered 'best practices.'

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https://news.educ.cam.ac.uk/four-priorities-for-GDS-2022

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Four priorities in inclusive education for the Global Disability Summit 2022

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Six years after the inaugural event in 2018, the second Global Disability Summit is due to take place on 16 and 17 February. One of the main themes at GDS 2022 is 'Inclusive Education', which is the central focus of the Cambridge Network for Disability and Education Research.

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https://epe.brightspotcdn.com/7b/04/73a4e5d44b8da983088cb0ad8ea5/2-15-2022-inclusivityspotlight-sponsored.pdf

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The difference between push-in and pull-out services

By Amanda Morin

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At your child’s IEP meeting, the IEP team (which includes you) has to make a number of decisions. For instance, the team has to agree on services and supports for your child. But there’s another step to consider after that. You have to decide if the services will be “push-in” or “pull-out.”

What does that mean, and what’s the difference between the two options? It’s not the services that are different — it’s the way your child receives them. This chart compares push-in and pull-out services side-by-side.

| Push-in services | Pull-out services

What they are

Specialists work closely with students in the general education classroom. Instructional support, differentiated instruction, or related services are provided in the classroom.

Specialists work closely with students outside of the general education classroom. Instructional support or related services are provided in small groups or one-on-one in a separate setting.

How it works

Push-in services happen in the general education classroom. The general education teacher, special education teacher, and others (like speech therapists or occupational therapists) work collaboratively. This is called inclusive education.

The push-in provider brings the instruction and any necessary materials to the student. A reading specialist, for example, may come into the class to work with a student during language arts.

Pull-out services typically happen in a setting outside the general education classroom.

While the general education teacher is an important resource, she’s rarely involved in pull-out services. Instead, the specialist provides the instruction, and it doesn’t have to be integrated with the general education curriculum. It really depends on a student’s needs.

The student goes to the pull-out provider’s classroom to work one-on-one or in a small group setting.

How kids get them

Services can be provided through IEPs, response to intervention (RTI), informal supports, and other instructional interventions.

Services can be provided through IEPs, RTI, informal supports, and other instructional interventions.

Pros and cons

Pros:

Students miss less instructional time because they’re not spending as much time moving between classrooms.

There’s less disruption to a student’s daily schedule.

There’s more direct interaction between all of a student’s providers.

Students get to learn and practice skills in the general education classroom, which keeps them in the least restrictive environment.

Cons:

There are fewer opportunities for students to receive tailored and explicit instruction to help them gain skills they need to keep up with the curriculum.

Co-planning instruction and working around differences in teaching styles can create obstacles for teachers.

There are often more distractions for students in the general education classroom, which can be especially hard for students with attention issues like ADHD.

Pros:

Students get more direct instruction that’s tailored to their unique needs.

There are typically fewer distractions for students outside the general education classroom.

Students have more personalized interaction with providers, which helps students build trust and gives them extra emotional support.

Teachers and specialists don’t have to spend as much time grounding a lesson for the entire classroom.

Cons:

There’s less opportunity for specialists and teachers to collaborate and to determine whether pull-out instruction is helping students access the general education curriculum.

Students may feel “different” or uncomfortable because they have to leave the general classroom for services.

There can be more scheduling difficulties, so a student may miss other subjects or specials like art, music, or PE.

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About the author

About the author

Amanda Morin is the director of thought leadership at Understood and author of “The Everything Parent’s Guide to Special Education.” She worked as a classroom teacher and early intervention specialist for more than a decade.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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