The Inclusive Class

Adapted from  http://nichcy.org September 2010 For many students with disabilities—and for many without—the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning. Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests.  It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teacher...

Inclusive education was introduced to me almost twenty years ago. After graduating from university as an elementary teacher, I began working for a school system that embraces the inclusion of special needs children in the regular classroom. Their needs have ranged from moderate to severe. I have taught students with conditions such as Attention Deficit Hyperactivity Disorder (ADHD), Asperger’s Syndrome, hearing impairments, developmental delays, and Cerebral Palsy. My classrooms have also included gifted children. In the beginning of my career, I relied solely on the expertise of school specialists and administrators to guide my teaching practices in the inclusive classroom. While I was told that parents could be part of the inclusion process, I didn’t actively promote parental inclusion. I assumed that the school experts knew best.  Changing Views I came to understand the value of parents in the inclusive classroom after my first child entered the school system....

The end of a school year is a highly anticipated and exciting event for teachers, parents and students. Achievements are celebrated, relationships are created, and memories are made. Year-end celebrations also signal a movement from one class or grade to another. In a few short months, there will be new teachers to meet, new classrooms to work in, new routines to learn and new material to master. Children with special needs require extra attention during the shift from one school year to the next. A change in environment or routine can be disruptive. Without proper planning, adjustment to a new school year can be challenging. When a significant change is about to take place for a special needs child, schools will often set up a transition plan. A transition plan is designed to help ease the student into a new situation.  It is important for parents to know that they can also help transition their child into a new school year. More importantly, parents should...