Jennifer Eakley & Erin Luchterhand
Tips and strategies for an inclusive classroom – What a loaded topic! Given government regulations through the Individuals with Disabilities Education Act (IDEA), schools are required to place their students in their personal Least Restrictive Environment (LRE). Because of LRE, many students with learning or intellectual disabilities are being educated within a general education classroom complemented by additional supports and/or modifications. Many educators, whether they have special education experience or not, now have special education students within their general education classroom. This now begs the question - how do you teach such a wide range of ability levels within the same classroom?
This blog is not intended to answer all of your questions, or provide every solution. It is simply intended to tell you it can be done. Here are some ideas.
The basic principles of operating a successful inclusive classroom (a general education classroom that serves both individuals with and without disabilities) are: plan ahead, hold high expectations for every student, and create routine. While this blog will offer a few suggestions under each principle, we highly encourage you to read the article “Tips and Strategies to Operate a Successful Inclusive Classroom.” This article provides ideas and practical application techniques that will help support instructors as they work to create a successful inclusive classroom.
First, plan ahead! Not only do you have a variety of ability levels in your classroom, chances are you will have a variety of support staff as well, including paras, aids, or special education teachers. Coordinating the roles and expectations of each staff member ahead of time, even working together to create a plan, will allow everyone to be prepared for each class. With every staff member prepared, here are two ways (there are many more) to differentiate your classroom:
Second, have high expectations for every student. Creating norms within your classroom that encourage appropriate behavior and enhance expectations can only help your classroom. Crafting behavior management in a way that creates a safe environment with classroom norms not only benefits general education students, but it also says “this is what we do here” to those who have not always been in a general education classroom. It is easier to ease up on students, once they demonstrate responsibility and they rise to your standards then it is to start with low expectations and raise them. Holding students accountable, both special and general education students, tells them that you care enough to make sure they learn and behave appropriately. Don’t simply “let things slide,” but have high expectations, enforce them, and allow your students to rise to your standards.
Third, create a routine. I don’t know about you, but my seven month old son thrives on routine, as do I. Most of us do, and students are no different. Creating a classroom routine will benefit both special education and general education students, as well as any support staff. Routine can be as simple as beginning class with a journal entry, or the same co-teacher takes attendance every day while the other co-teacher reads class announcements. Giving your students the opportunity to know what to expect ahead of time eliminates anxiety and, in turn, prepares students for effective learning.
While this blog has provided some basic tips and ideas on managing a successful inclusive classroom I implore you to also read “Tips and Strategies to Operate a Successful Inclusive Classroom.” This article goes much more in depth about each basic principle of a successful inclusive classroom, how to work with your co-teachers, and even examples of successful co-teaching models. Create the appropriate learning environment and teach away!
This blog is not intended to answer all of your questions, or provide every solution. It is simply intended to tell you it can be done. Here are some ideas.
The basic principles of operating a successful inclusive classroom (a general education classroom that serves both individuals with and without disabilities) are: plan ahead, hold high expectations for every student, and create routine. While this blog will offer a few suggestions under each principle, we highly encourage you to read the article “Tips and Strategies to Operate a Successful Inclusive Classroom.” This article provides ideas and practical application techniques that will help support instructors as they work to create a successful inclusive classroom.
First, plan ahead! Not only do you have a variety of ability levels in your classroom, chances are you will have a variety of support staff as well, including paras, aids, or special education teachers. Coordinating the roles and expectations of each staff member ahead of time, even working together to create a plan, will allow everyone to be prepared for each class. With every staff member prepared, here are two ways (there are many more) to differentiate your classroom:
- Create a project based learning environment. Allowing your students to learn by working on projects allows you to differentiate multiple aspects of your classroom learning. First, you can differentiate whether you want your students to work on individual projects, group projects, or a combination. Second, you can differentiate the academic requirements for specific students, or provide specific modifications or modifications as necessary.
- Implement a co-teaching model. Schools often have both the special educator and the regular educator teaching within the same classroom. There are several ways to do this including parallel/mirror teaching, station teaching, one teach/one assist, or team teaching. For more information and examples of each co-teaching model, be sure to read Tips and Strategies to Operate a Successful Inclusive Classroom. There is value in co-teaching, IF it is done well.
Second, have high expectations for every student. Creating norms within your classroom that encourage appropriate behavior and enhance expectations can only help your classroom. Crafting behavior management in a way that creates a safe environment with classroom norms not only benefits general education students, but it also says “this is what we do here” to those who have not always been in a general education classroom. It is easier to ease up on students, once they demonstrate responsibility and they rise to your standards then it is to start with low expectations and raise them. Holding students accountable, both special and general education students, tells them that you care enough to make sure they learn and behave appropriately. Don’t simply “let things slide,” but have high expectations, enforce them, and allow your students to rise to your standards.
Third, create a routine. I don’t know about you, but my seven month old son thrives on routine, as do I. Most of us do, and students are no different. Creating a classroom routine will benefit both special education and general education students, as well as any support staff. Routine can be as simple as beginning class with a journal entry, or the same co-teacher takes attendance every day while the other co-teacher reads class announcements. Giving your students the opportunity to know what to expect ahead of time eliminates anxiety and, in turn, prepares students for effective learning.
While this blog has provided some basic tips and ideas on managing a successful inclusive classroom I implore you to also read “Tips and Strategies to Operate a Successful Inclusive Classroom.” This article goes much more in depth about each basic principle of a successful inclusive classroom, how to work with your co-teachers, and even examples of successful co-teaching models. Create the appropriate learning environment and teach away!
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