What should an inclusive classroom look like

Do teachers understand the difference between accommodations and modifications? Is there a campus-wide behavioral support system in place at the school? Do teachers have a variety of rich resources, materials, and technology to support all learners? Continuum of Support Are external supports provided in advance of instruction to promote student success? Are there in-class support options for students with special needs such as natural or formal peer support, intermittent support from teachers or teacher assistants, or formal collaborative teaching two teachers sharing instruction?

Do service personnel such as occupational therapists, physical therapists, and speech pathologists provide services within the general education classroom when appropriate?

If a student leaves the classroom, is it for targeted support only that could not be provided in the classroom? Seven Quick Observations All students are engaged in meaningful work that supports their instructional goals!

Learner objectives, activities, and rules are positively stated and clearly posted. A variety of instructional strategies, materials, technology, and groupings are being used. Services are brought to the general education classroom where the staff works together to meet student needs.

Students with special needs are not stigmatized by adult supports, and student-to-student interactions are evident. Assignments are purposeful, involve meaningful work, and maintain rigor.

The classroom arrangement supports positive behavior and learning. Students can access materials with adequate room for small groups and quick transitions.

Respect Inclusive classrooms provide an environment of respect for each and every student. Relationships When students are respected and accepted as full members of their school community, relationships develop. Responsibility Once relationships form, teachers, students, and parents develop the capacity to better address all kinds of student diversity and share the responsibility for student success.

Stay Connected. Essentially the aim should be to encourage a cohesive community, in which all pupils, regardless of their learning difficulties, feel comfortable to take part in-class activities.

In order to ensure that learning is effective and progressive for all pupils, including those with SEND, we need to address any barriers that may prevent this from happening. Surely, this has a significant impact, both on the day to day learning and experiences of the SEND pupil within the classroom.

Essentially it is the teacher who inspires the child to overcome their fears and welcomes the contribution that they make to build a cohesive community between all pupils within the classroom. It cannot be left to the TA or the SENCO to manage this relationship between SEND pupil-teacher-peers, but they, along with senior leaders can raise the consistency of an all-inclusive learning environment throughout the school and across the whole staff.

Sign in Join. Sign in. Forgot your password? Create an account. Such environments are sustained when instructors and students work together for thoughtfulness, respect, and academic excellence, and are key to encouraging the academic success of all students.

Student learning can be enhanced by establishing a classroom tone that is friendly, caring and supportive, and that lets students explore the relationships among course material, personal, and social experiences. Instructors can consider a variety of areas to promote inclusivity, including the syllabus , choices in assigned reading, discussion expectations , and personal style. Ambrose, S. How learning works: Seven research-based principles for smart teaching. Armstrong, M.

Small world: Crafting an inclusive classroom no matter what you teach. Thought and Action, Fall, Kaplan, M. Special Issue: Scholarship of multicultural teaching and learning. New Directions for Teaching and Learning, Salazar, M. Weaving promising practices for inclusive excellence into the higher education classroom. Nilson and J. Miller Eds. To improve the academy. Tanner KD.

University of Virginia. Center for Teaching Excellence. Watson L et al.