Inclusive classroom

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Child with Down Syndrome

An inclusive education refers to schools, centres of learning and educational systems that are open to all children, and that ensure that all children learn and participate. For this to happen, teachers, schools and systems may need to change so that they can better accommodate the diversity of needs that pupils have and that they are included in all aspects of school-life. It also means identifying any barriers within and around the school that hinder learning and participation, and reducing or removing these barriers. Inclusion in education is a process of enabling all children, including previously excluded groups, to learn and participate effectively within mainstream school systems. Placing excluded children within a mainstream setting does not of itself achieve inclusion. Inclusive education must be underpinned by key principles and practices:

Principles

• Every child has an inherent right to education on basis of equality of opportunity

• No child is excluded from, or discriminated within education on grounds of race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, disability, birth, poverty or other status

• All children can learn and benefit from education

• Schools adapt to the needs of children, rather than children adapting to the needs of the school
• Children’s views are listened to and taken seriously

• Individual differences between children are a source of richness and diversity, and not a problem
• The diversity of needs and pace of development of children are addressed through a wide and flexible range of responses

Practice

The practice of developing inclusive schools involves:

• Understanding inclusion as a continuing process, not a one-time event

• Strengthening and sustaining the participation of children, teachers, parents and community members in the work of the school

• Restructuring the cultures, policies and practices in schools to respond to the diversity of pupils within their locality. Inclusive settings focus on identifying and then reducing the barriers to learning and participation, rather than on what is ‘special’ about the individual child or group of children, and targeting services to address the ‘problem’

• Providing an accessible curriculum, appropriate training programmes for teachers, and for all students, the provision of fully accessible information, environments and support

• Identifying and providing support for staff as well as students

Teaching/programming

It is general practice that children in an inclusive classroom be with their chronological age-mates. Also, to encourage a sense of belonging, emphasis is placed on the value of friendships. A relationship between a child with special needs and a peer without need is often nurtured by teachers. Another common practice is the assignment of a buddy to accompany a child with special needs at all times (for example in the cafeteria, on the playground, on the bus and so on).

A child with special needs may require transition from a regular classroom to the special needs classroom, and may be shadowed by an educational assistant throughout the day. The curriculum is usually planned by a collaborative team of teachers, parents and paraprofessionals and adapted to fit individual needs.

In principle, several factors can determine the success of inclusive classrooms:

Family-school partnerships Collaboration between general and special educators Well-constructed Individualized Education Program plans Team planning and communication Integrated service delivery Ongoing training and staff development

Teachers use a number of techniques to help build classroom communities:

• Games that build community, instead of competitive ones that divide it
• Involving children in solving problems
• Songs and books that teach community
• Openly dealing with individual differences
• Assigning classroom jobs that build community
• Teaching children to look for ways to help each other
• Utilizing physical therapy equipment such as standing frames, so kids who typically use wheelchairs can stand when the other kids are standing and more actively participate in activities

Benefits

Inclusive education has many benefits for the students. Instructional time with non-disabled peers helps the learners to learn strategies taught by the teacher. Teachers bring in different ways to teach a lesson for disabled students and non-disabled students. All the students in the classroom benefit from this. The students can now learn from the lesson how to help each other. Socialization in the school allows the students to learn communication skills and interaction skills from each other. Students can build friendships from these interactions. The students can also learn about hobbies from each other. A friendship in school is important for the development of learning. When a student has a friend the student can relate to a member of the classroom. Students’ being able to relate to each other gives them a better learning environment. Involving non-disabled peers with disabled peers gives the students a positive attitude towards each other. The students are the next generation to be in the workforce; the time in the classroom with the disabled and non-disabled peers will allow them to communicate in the real world someday. Disabled peers can be involved in the classroom. Students can be included in homeroom, specials such as art and gym, lunch, recess, and assemblies. Disabled students involved in these classrooms will give them the time they need to participate in activities with their non-disabled peers. Awareness should be taught to students that will be in the classroom with the disabled peers. The teacher can do a puppet show, show a movie, or have the student talk to the class. The teacher could also read a book to help the student describe his or her disability. The class can ask questions about what they learned and what they want to know. This will help when the students are together in the classroom. Positive modeling is important for the students in the classroom. Positive modeling is the teacher showing a good example towards both disabled and non-disabled students this will help the students to get along more.

Source: Teaching Students with Severe Disabilities third edition by: David L. Westling and Lise Fox

Quotes

• "Children who learn together, live together"
• "There are many ways to do something"
• "All means all" Forest & Pearpoint
• "If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities and so we weave a less arbitrary social fabric, one in which each diverse human gift will find a fitting place" Margaret Mead

See also

• Anti-racist mathematics
• Inclusion (education)
• Post Secondary Transition For High School Students with Disabilities
• Mara Sapon-Shevin

References

Inclusive Education: Ainscow M., Booth T. (2003) The Index for Inclusion: Developing Learning & Participation in Schools. Bristol: Centre for Studies in Inclusive Education

• Programming: Special education for inclusive classrooms
• Social development: Promoting Social Development in the Inclusive Classroom
• M. Mastropieri, Thomas E. Scruggs. The Inclusive Classroom: Strategies for Effective Instruction
• Mary Beth Doyle. The Paraprofessional's Guide to the Inclusive Classroom

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External links

• [http://journals.aol.com/lstengle/GaskinClassMember/Gaskin Class Member A blog written by the mother of a class member in a statewide lawsuit regarding inclusion in education in Pennsylvania.

• Kids Together, Inc. An All-volunteer non-profit 501(c)3 that promotes inclusive communities where all people belong. Tons of information, perspectives and links to resources for creating inclusion are available, along with a monthly newsletter, and national listserv dedicated only to inclusive education.

• **New Resource** Inclusive Education in Primary Schools: supporting children with social, emotional and behavioural difficulties by Karen Knamiller and Mary Duffy, with Jayne Allan, Louise Hill, and Susie Warden published by Barnardos [1] This resource is full of practical techniques helping in mainstream teachers and staff to develop new skills and confidence to support children with additional needs. The unique pack provides tried and tested exercises and advice which involve working in peer groups, classes and across the school rather than isolating and trying to ‘fix’ the child. It also includes strategies for supporting teachers and parents, and for working with volunteers in the community.

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