Inclusive classroom

An inclusive classroom also known as an integrated classroom is an educational term used to describe classes whose students possess a wide range of ability and developmental levels. These classes may contain children with cognitive and physical ability levels considered normal for their ages, as well as those with conditions such as autism, cerebral palsy, Downs syndrome or other developmental or learning disabilities.

There are usually only a few students with special needs that are placed in the classroom, sometimes with a teacher’s aide or another type of support. There are also classrooms known as reverse integrated classrooms where the majority of the children have special needs and children who are typically developing are placed with them.

Inclusion

In an inclusive setting each student, regardless of individual strengths, weaknesses or diagnoses, is considered part of the school community. The goal is that all students will develop a sense of belonging among other students, teachers and support staff. Inclusive classrooms have both paraprofessionals and educators who are trained to work together and understand each other's roles and responsibilities.

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

Teaching/programming

It is general practice that children in an inclusive classroom be placed within two years of 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.

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

Quotes

• "Children who learn together, live together"
• "There are many ways to do something"

References

• 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