Inclusive Education Strategies for the Classroom

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Inclusive education initiatives remove developmentally or physically disabled children from special education classrooms and place them in traditional classes with non-disabled kids. Integrating classrooms diminishes the stigma of disabilities and allows all children to learn together. Simply integrating classrooms to include children with and without disabilities does not necessarily change academic outcomes. Rather, educators and parents must be proactive about planning classes and utilizing inclusive education strategies.
  • Classroom Style
Rather than having a teacher as leader and children working individually to learn, inclusive education emphasizes the value of the classroom as an integrated unit. If children with disabilities need additional help, a peer or teacher's aide may provide assistance. Technology and educational materials designed for disabled children should be incorporated into the classroom without excluding the disabled child from common activities.
  • Preparation
Inclusive education initiatives require teachers to prepare thorough lesson plans that challenge each student and meet her unique needs. Teachers should create opportunities for class participation that include large group discussions and smaller group activities. Requiring students to prepare assignments or reflect on readings makes each child an active participant in her own education. Choose activities that allow students to demonstrate their unique intellectual abilities, such as writing or art projects, rather than focusing on test scores.
  • Communication
Inclusive education emphasizes the need for open, respectful communication between students, teachers, parents and community members. Respect student diversity by treating children with disabilities as individuals, rather than giving them labels. Teachers must communicate their goals and academic expectations clearly to all students and provide meaningful feedback. Inclusive classrooms foster open communication between teachers and parents to set and achieve goals for children.
  • Considerations
The range of students' intellectual and social abilities makes inclusive education difficult. Some non-disabled students or parents may be hostile to the goals of an inclusive classroom, thinking that the presence of a disabled child will distract others or stifle academic achievement. Reduce stereotypes and improve classroom unity by praising successes and rewarding children for helping one another succeed. Maintain open dialogue with administrators and parents to create a strong support network for the classroom.

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