What New Teachers Need to Know About Inclusive Classrooms

The more I talk to schools and families about inclusion, the more I realize that one of the biggest barriers to inclusion is the lack of training in teacher education programs. Through no fault of their own, new teachers know very little about inclusion. They are not given the knowledge, skill set, or resources to teach in inclusive classrooms. I would love to be in a situation where I could teach and prepare new teachers for inclusive classrooms but I'm not quite there yet. So, in the meantime, here are a few things that I want new teachers to know about inclusive classrooms.....

5 Essential Classroom Management Strategies to Keep Your Inclusive Class Running Smoothly

As any teacher will tell you, teaching isn't just about lessons, marking school work, and tests. It's also about keeping track of a million little details such as how many available pencils are in your classroom at any given time, which student has gone to the bathroom, who needs to finish an assignment, and remembering to hand-out permission forms for the class field trip. It's enough to make you forget what you have to teach that day!

Classroom management plans are established to make school life a little less chaotic for teachers and a lot more predictable for students. Those plans are made of routines and protocols that are meant to be consistent and effective. For example, students can write their name (or use a name tag) on the board before leaving the classroom. Thus, a teacher only has to glance at the board to know who or who is not in the classroom. 

12 Practical Strategies to Teach Grade-Level Curriculum to Students with Disabilities

It's a fact that students with intellectual disabilities must be participating to the maximum extent possible (and with appropriate supports) in the classroom lessons and activities. 

To do so, we presume competence in the student's ability to learn and participate in education. In other words, we can't assume that the student with cognitive issues will not learn what we are teaching. 

However, teachers and parents often wonder how the student with intellectual disabilities can be taught in a grade-level class with grade-level content. This is a legitimate concern. Understandably, some of the concepts of the lesson may not be at the learning level of the student - particularly if the student is on a modified program. 

So, one of the most common questions I hear with regards to inclusive education is, how can teachers keep students who work below grade level engaged and learning during class instruction? Well, in addition to providing a modified lesson activity, teachers need to back up and think about providing instructional supports and modifications to the lesson delivery. 

Thus, I have put together a list of strategies that teachers can use to reach and teach students with intellectual disabilites during classroom instruction: 

1. Outlines - Give a partially completed outline of the lecture that the student fills in at key points before, during, or after the lesson. 

2. Lecture Q & A - Give student a handout that asks questions about concepts in the lecture. Student answers questions as lecture is given. 

3. True or False? - Give student True or False questions to answer during lecture.  

4. Concept Mapping - Student draws a concept map as the lecture progresses to demonstrate understanding of lesson.

5. Doodle Notes - Student illustrates a concept or idea from the lesson during or after lecture. 

6. Focused Listening - List several main concepts given during the lecture and have students check off the concepts/make notes about concepts as the lecture progresses.

7. Scavenger Hunt – have student look for key vocab and concepts in lecture text

8. Pre-read – have student read text, watch videos, and/or complete a related activity prior to the lecture

9. Watch – have student watch teacher-created or recommended video and/or interactive lessons prior or during lecture

10. Guided Note Taking – teach student how to take notes through guided note taking. See the following for more info: 

https://www.bloomboard.com/users/amelia-fraz/collections/note-taking-for-students-with-learning-disabilities/37261fe5-6ce5-4d4a-b8c6-7ac88350b6f2

https://sites.google.com/a/gse.rutgers.edu/cues-notetaking-website/home/cues-note-taking-strategy

https://www.pinterest.com/pin/16114511143707594/

https://www.washington.edu/doit/what-are-some-ways-provide-note-taking-accommodations-student-disability

http://www.interventioncentral.org/academic-interventions/study-organization/guided-notes-increasing-student-engagement-during-lecture-

http://www.theteachertoolkit.com/index.php/tool/guided-notes

11. Pre-read Lecture Notes – give student the lecture notes prior to or during instruction.

12. Audio Recordings – have student listen to a developmentally appropriate audio recording on the topic during lecture.

Do you have any more strategies to add to this list? Comment below!!

***NEW BOOK!!*** Inclusion in Action: Practical Strategies to Modify Your Curriculum

How can K—12 educators break down the barriers to full inclusion and teach all learners effectively? Curriculum modifications are the key! 

You'll start with a big-picture guide to creating an inclusive culture in your classroom and school, with invaluable guidance on key topics like team collaboration, universal design for learning, co-teaching, social-emotional supports, and accommodations. Then you'll get 40 specific, teacher-tested strategies to modify your curriculum for students who work below grade level. Ready to use in your classroom right away, each strategy comes with student goals, simple step-by-step directions and implementation tips, suggested interventions and extensions, and samples of authentic student work that illustrate the strategy in action. 

Equally useful as a beginner's guide to inclusion and a goldmine of practical ideas for experienced teachers, this must-have book will help make your curriculum “possible and achievable” for every learner, with and without disabilities. 

PRACTICAL MATERIALS: More than a dozen reproducible forms for use with specific modifications; lists of helpful inclusion-themed websites, blogs, books, and videos. 

40 modifications that help students: 

• Learn new vocabulary words
• Understand story structure
• Sequence materials, concepts, and numbers
• Develop recall ability
• Demonstrate relationships among ideas
• Organize information
• Make a representation of a concept
• Identify similarities and differences
• Make decisions based on evidence
• Learn to recognize and correct errors
• and more!

Order today @ Paul H. Brookes Publishing or on Amazon. 

5 Fantastic Websites for Finding the Research on Inclusive Education

If you have seen or worked in an inclusive classroom, you will know inclusion makes a difference to everyone in the classroom. For people who aren't familiar with inclusion, they may be surprised to learn the numerous academic, social and physical benefits to inclusive education. These benefits have been proven through years of research. 

If you would like to know what the research says, here is a helpful list of reputable websites that have complied years of studies supporting inclusive education. 

1.  The National Catholic Board on Full Inclusion has put together an extensive list of research on the benefits of inclusion for all students particularly students with Intellectual Disabilities. At last glance,there were over 40 studies listed. Each study is linked to a source with a full description and more information.

2.  The Maryland Coalition for Inclusive Education has a document called, Inclusion Works! In it, the MCIE has outlined why inclusion is effective with supporting evidence. In addition, they have added a section called, Making Inclusion Work. Here, readers will learn research-based strategies that make inclusion work (i.e. peer supports).


3.  The School Wide Integrated Framework for Transformation (aka SWIFT), is an organization that provides academic and behavior supports for promote the inclusion of students with complex needs in classrooms and schools. They have a document in which they note studies that show inclusion is beneficial to ALL students. In addition, they have noted studies that support their own efforts to advance inclusion. There is also a bibliography of research available.


4.  Including Samuel, is a film by Dan Habib, that documents his son's experiences with inclusive education. On the website, there is a page that has put together a summary of some of the research around inclusion.


5.  Wrightslaw is a well-known resource for parents and advocates of students with complex needs. On it, Dr. Kathleen Whitbread wrote an article called, What Does the Reasearch Say About Inclusive Education? In her article, she provides information on the history of inclusion, government mandates that support inclusion as well as notable research.

How to Prove to Your Child's School That Inclusion Works!

Does your child's school need to become inclusive? Does your child's principal dismiss the idea that inclusion works? Is your school district looking for proof that backs up your claims that inclusion does not affect the other students? Does your child's teacher run the other way when you mention the word "inclusion"?  

If you are looking for ways to inform and improve the quality of education your child is receiving, here are some statements to make and resources to prove that inclusion really does work!


Statement:  Inclusion does not affect other student's education.

Proof:  The Centre for Education Research and Policy at Simon Fraser University found that,  "increasing the proportion of students with special educational needs has only extremely small and statistically insignificant effects on the achievement of other students." (adapted from Friesen, J., Hickey, R. & Krauth, B. 2009) See Inclusion of special education student doesn’t affect classmates’ education . a

Statement:  Parents and teachers who are involved with inclusive education have positive opinions about inclusion and see no harm to the other children.

Proof:  The National Institute of for Urban School Development found that, "Surveys conducted with parents and teachers involved in inclusive settings generally show that they see no harm to the nondisabled children and that they have positive opinions about inclusion. In fact, one survey of more than 300 parents of elementary-age children shows that 89 percent would enroll their children in an inclusive classroom again." See Inclusion and the Other Kids .

Statement:  There is information about inclusion for schools AND families.

Proof:  This handbook, developed by Inclusion BC,  not only provides information about inclusive education, but talks about a parent's roles, responsibilities and gives ways for parents to advocate effectively for their child's education. See A Parent’s Handbook on Inclusive Education .

Statement:  There is significant research to prove that inclusive education provides a quality education for all students involved.

Proof:  Kathleen Whitbread, Ph.D. provides an overview of various research that supports inclusive education for students of various needs and at various age levels.  See What Does Research Say About Inclusive Education? .

Statement:  There are schools across the nation that are fully inclusive.


Proof:  Tim Villegas writes a very helpful piece for the Friendship Circle of Michigan in which he lists 10 schools that are inclusive. Videos are included to demonstrate how schools are creating and supporting inclusive environments.  See Examples of Inclusion for Those Who Need to See It to Believe It .

Statement:  Research indicates that Inclusive education is the foundation for a quality education for students with moderate to severe disabilities, not just mild disabilities.


Proof:  Once a school becomes inclusive, it is important to ensure that the students with special needs are receiving a quality education. This research identifies 12 different components of inclusive education that need to be in place for students with moderate to severe disabilities. See Inclusive Education: What Makes it a Good Education for Students with Moderate to Severe Disabilities? .

Statement:  There are proven, successful methods for transforming a school to include all students.

Proof:  The SWIFT (School Wide Integrated Framework for Transformation) Center at the University of Kansas not only provides a framework to transform schools to a more inclusive model, but lists significant studies to prove that inclusive education benefits all students and people in the community. See Benefits of Inclusive Education for ALL Students .

Statement:  Students with special needs can be successfully included at all ages - even at the high school level.

Proof:  Seattle student, Devon Adelman, is a very active and sociable teenager attending her local high school. In this video, Devon and her dad, Sean, are interviewed about the benefits of inclusive education for Devon and her community.  See Seattle Special Ed Student Shows How Inclusive Education Benefits the Entire Student Body.



Statement:  Even students with severe medical needs can be a contributing member to the school community.

Proof:  A 12 minute documentary  describes the life of Isaac, a young boy living with serious health conditions. Despite his high medical needs, Isaac is fully included in his local school. Watch and learn how the right mindset towards inclusion can make all the difference in a boy's life and the community that surrounds him.  See Including Isaac .

Statement:  Inclusion is the "right" thing to do for our society.

Proof:  In this article, educator and author, Mara Sapon-Shevin, describes inclusion as a civil right that is deserving of all humans. It is socially responsible for schools to embrace diversity and model acceptance.  See Inclusion as if we meant it: a social justice perspective .

Do you have any other proof that inclusion works?