What does an inclusive classroom look like, and how can schools embrace an inclusive learning culture?
Padayichie, K (2023, February 04). What is Inclusion?. Retrieved from https://www.structural-learning.com/post/what-is-inclusion
The aim of inclusion is to ensure that all students, including those with disabilities and other differences in learning, experience an equitable access to education. This means a commitment to remove any obstacles that may prevent the student from thriving and reaching their full potential. Inclusion is based on the principles of respect, equity and recognition of diversity in society.
All students benefit when an inclusive environment is fostered in the classroom. This involves creating a safe and supportive learning space where differences are valued, respected, and celebrated.
This includes using teaching methods and materials that appeal to different ways of learning, recognizing that all students have the potential to succeed regardless of their physical or mental capabilities. An inclusive environment allows everyone to feel welcomed and accepted regardless of their background or differences.
True inclusion centres on conquering barriers in the system that inhibit it from meeting the student's needs. The emphasis is on the adaptation and modification of support systems available in the classroom.
Inclusive education is the most efficacious way to give all children a fair opportunity to go to school, acquire knowledge and obtain the skills that they need to flourish. Thus, it refers to all children being in the same classrooms in the same schools, irrespective of their barriers. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too.
Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all. Inclusive systems require changes at all levels of society.
At the school level, teachers must be trained, buildings must be refurbished and students must receive accessible learning materials. At the community level, stigma and discrimination must be tackled and individuals need to be educated on the benefit of inclusive education (UNICEF for every child, n. d).
Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity, which can includes the holistic development of a child (physical, cognitive, academic, social, and emotional).
For students with disabilities (SWD), this includes academic gains in literacy (reading and writing), math, and social studies — both in grades and on standardised tests — better communication skills and improved social skills and more friendships. As teachers take into greater consideration their diverse SWD students, they provide instruction in a wider range of learning modes (visual, auditory, and kinaesthetic), which benefits other students as well (McManis, n.d).
Inclusive education is carried out in a common learning environment which may include classrooms, libraries, gym, performance theatres, music rooms, cafeterias, playgrounds, and the local community (Inclusive Education Canada, 2020). Effective common learning environments promote inclusion as they:
Mainstream refers to the majority of schools where traditionally they would have been considered as ‘normal’ and made provision for typically developing children.
With the present educational inclusion drive, every child has the right to attend mainstream school, and children may receive help from learning support and resource teachers as well as from special needs assistants (Citizens Information Board 2012 in Ferguson, 2014:10) and inclusion refers to the meeting of children’s special educational needs within the mainstream, where children are socialised and educated alongside their peers (Nurse 2001 in Ferguson, 2014:10).
An example would be a student who communicates using sign language. Instead of separating the student from their peers and isolating them from the classroom by conducting an individual lesson with a sign language teacher, their teacher and peers could learn sign language and communicate with them.
According to the (Department of Education, 2001:17), mainstreaming and inclusion can be distinguished in the following manner:
Firstly, mainstreaming is about getting students to ‘fit into’ a specific kind of system or integrating them into this existing system whereas inclusion focuses on recognising and respecting the differences among all students and building on the similarities.
Secondly, the emphasis of mainstreaming is on giving some students extra support so that they can ‘fit in’ or be integrated into the ‘normal’ classroom routine.
Students are assessed by specialists who diagnose and prescribe interventions. Inclusion on the other hand, refers to supporting all students, educators, and the system as a whole so that the full range of learning needs can be attained. The attention is on the teaching and learning, with the emphasis on the development of good teaching strategies that will be of value to all students.
Thirdly, mainstreaming and integration focus on adjustments that need to take place in students in order for them to ‘fit in’. Here the spotlight is on the student.
Comparatively, inclusion centres on overcoming barriers in the system that prevent it from meeting the full range of learning needs. The focal point is on the adaptation of and support systems available in the classroom.
Social model of Disability
The social model of disability states that disability is caused by the way society is structured, rather than by a person’s impairment or difference. It examines ways of removing barriers that restrict life choices for disabled people.
When barriers are removed, disabled people can be independent and equal in society, with choice and control over their own lives (Social Model vs Medical Model of disability, n.d). The social model of disability sees the issue of "disability" as a socially created problem and a matter of full integration of individuals into society.
In this model, disability is not an attribute of an individual, but rather a complex collection of conditions, many of which are created by the social environment. Hence, the management of the problem requires social action and is the collective responsibility of society at large to make the environmental modifications necessary for the full participation of people with disabilities in all areas of social life to allow for an inclusive society (Models of Disability: Types and Definition, 2022).
Example of the Social model of disability
A child with a visual impairment wants to read the latest best-selling book to chat about with their sighted friends. Under the medical model, there are very few solutions, but a social model solution ensures full text audio-recordings are available when the book is first published.
This means children with visual impairments can join in with cultural activities on an equal basis with everyone else (Social Model vs Medical Model of disability, n.d).
The medical model of disability is presented as viewing disability as a problem of the person, directly caused by disease, trauma, or other health condition which therefore requires sustained medical care provided in the form of individual treatment by professionals (Models of Disability: Types and Definitions, 2022).
Using this model students are sometimes referred to professionals for a diagnosis when learning barriers are presented in the classroom. Educators should be exploring methods of how to accommodate students in the learning environment and modify learning and teaching material and the classroom environment.
The following links provides access to videos on the Social Model:
Accommodations remove learning barriers in the classroom to provide every child with equal access to learning. An example is offering an audio version of classroom text for a student with dyslexia or visual supports for children with Autistic Spectrum Disorder (ASD).
Modifications are changes to what a child is taught and expected to do in class. For example, a student who struggles with spelling may be tested on a different set of words than his peers (Reading Rockets, 2022).
The links below provide information on visual supports in the classroom and the difference between accommodation and modifications.
1. Use a variety of instructional formats
Start with whole-group instruction and transition to flexible groupings which could be small groups, stations/centres, and paired learning. With regard to the whole group, high student engagement is related to using technology such as interactive whiteboards.
In terms of flexible groupings: for younger students, these are often teacher-led but for older students, they can be student-led with teacher monitoring. Peer-supported learning can be very effective and engaging and take the form of pair-work, cooperative grouping, peer tutoring, and student-led demonstrations (McManis, n.d).
2. Ensure access to academic curricular content
All students need the opportunity to have learning experiences in line with the same learning goals. This will necessitate thinking about what supports individual students with disabilities need, but overall strategies are making sure all students hear instructions, that they do definitely start activities, that all students participate in large group instruction, and that students transition in and out of the classroom at the same time.
For this latter point, not only will it keep students on track with the lessons, their non-SWD peers do not see them leaving or entering in the middle of lessons, which can really highlight their differences (McManis, n.d).
3. Apply universal design for learning
These are methods that are varied and that support many students’ needs. They include multiple ways of representing content to students and for students to represent learning back, such as modelling, images, objectives and manipulatives, graphic organisers, oral and written responses, and technology.
These can also be adapted as modifications for SWDs where they have large print, use headphones, are allowed to have a peer write their dictated response, draw a picture instead, use calculators, or just have extra time. Project-based and inquiry learning can be implemented where students individually or collectively investigate an experience (McManis, n.d).
The following link provides access to a video on ‘Learning Barriers’
For inclusive education to be implemented in the classroom in the following must be considered:
One of the cornerstones of teaching is building relationships with students. Hence, it is vital that teachers know their students, thereby considering their specific needs when providing educational material (Future Learn, 2021). The following quote by Rita Pierson is significant in this context “Every child deserves a champion—an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.”
Below is a clip from Rita Pierson's TED Talk " Every child deserves a champion’.
Play is fundamental to a child’s development and wellbeing, and playgrounds facilitate this. Through play a child can: learn, explore, stay active, make friends, and socialise (Let’s Play Fair: Inclusive playgrounds. n.d). As important as inclusion is within the classroom, as children are recognised as unique, have different needs and abilities, the same criteria should be employed when designing playgrounds.
A definition of an inclusive playground is one that is a universally designed, sensory-rich environment that enables children to develop physically, socially and emotionally.
Furthermore, it is an engaging place that provides the optimal level of challenge and offers opportunities to succeed and is a place that goes beyond minimum accessibility to create play experiences that meet diverse needs and interests (INCLUSIVE PLAYGROUNDS, 2019).
The links below provides examples of inclusive playgrounds.
In conclusion, inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute, and participate in all aspects of the life of the school.
Hence both the indoor and outdoor learning environment must support inclusive education as inclusive education is about ensuring access to quality education for all students by effectively meeting their diverse needs in a way that is responsive, accepting, respectful and supportive (Inclusive Education Canada, 2020).
As educators, we have a significant role in shaping students and the classroom environment and learning that we provide is the determining factor to students achieving their true potential. Therefore, it is vital that every child have equal access to inclusive education.
The aim of inclusion is to ensure that all students, including those with disabilities and other differences in learning, experience an equitable access to education. This means a commitment to remove any obstacles that may prevent the student from thriving and reaching their full potential. Inclusion is based on the principles of respect, equity and recognition of diversity in society.
All students benefit when an inclusive environment is fostered in the classroom. This involves creating a safe and supportive learning space where differences are valued, respected, and celebrated.
This includes using teaching methods and materials that appeal to different ways of learning, recognizing that all students have the potential to succeed regardless of their physical or mental capabilities. An inclusive environment allows everyone to feel welcomed and accepted regardless of their background or differences.
True inclusion centres on conquering barriers in the system that inhibit it from meeting the student's needs. The emphasis is on the adaptation and modification of support systems available in the classroom.
Inclusive education is the most efficacious way to give all children a fair opportunity to go to school, acquire knowledge and obtain the skills that they need to flourish. Thus, it refers to all children being in the same classrooms in the same schools, irrespective of their barriers. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too.
Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all. Inclusive systems require changes at all levels of society.
At the school level, teachers must be trained, buildings must be refurbished and students must receive accessible learning materials. At the community level, stigma and discrimination must be tackled and individuals need to be educated on the benefit of inclusive education (UNICEF for every child, n. d).
Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity, which can includes the holistic development of a child (physical, cognitive, academic, social, and emotional).
For students with disabilities (SWD), this includes academic gains in literacy (reading and writing), math, and social studies — both in grades and on standardised tests — better communication skills and improved social skills and more friendships. As teachers take into greater consideration their diverse SWD students, they provide instruction in a wider range of learning modes (visual, auditory, and kinaesthetic), which benefits other students as well (McManis, n.d).
Inclusive education is carried out in a common learning environment which may include classrooms, libraries, gym, performance theatres, music rooms, cafeterias, playgrounds, and the local community (Inclusive Education Canada, 2020). Effective common learning environments promote inclusion as they:
Mainstream refers to the majority of schools where traditionally they would have been considered as ‘normal’ and made provision for typically developing children.
With the present educational inclusion drive, every child has the right to attend mainstream school, and children may receive help from learning support and resource teachers as well as from special needs assistants (Citizens Information Board 2012 in Ferguson, 2014:10) and inclusion refers to the meeting of children’s special educational needs within the mainstream, where children are socialised and educated alongside their peers (Nurse 2001 in Ferguson, 2014:10).
An example would be a student who communicates using sign language. Instead of separating the student from their peers and isolating them from the classroom by conducting an individual lesson with a sign language teacher, their teacher and peers could learn sign language and communicate with them.
According to the (Department of Education, 2001:17), mainstreaming and inclusion can be distinguished in the following manner:
Firstly, mainstreaming is about getting students to ‘fit into’ a specific kind of system or integrating them into this existing system whereas inclusion focuses on recognising and respecting the differences among all students and building on the similarities.
Secondly, the emphasis of mainstreaming is on giving some students extra support so that they can ‘fit in’ or be integrated into the ‘normal’ classroom routine.
Students are assessed by specialists who diagnose and prescribe interventions. Inclusion on the other hand, refers to supporting all students, educators, and the system as a whole so that the full range of learning needs can be attained. The attention is on the teaching and learning, with the emphasis on the development of good teaching strategies that will be of value to all students.
Thirdly, mainstreaming and integration focus on adjustments that need to take place in students in order for them to ‘fit in’. Here the spotlight is on the student.
Comparatively, inclusion centres on overcoming barriers in the system that prevent it from meeting the full range of learning needs. The focal point is on the adaptation of and support systems available in the classroom.
Social model of Disability
The social model of disability states that disability is caused by the way society is structured, rather than by a person’s impairment or difference. It examines ways of removing barriers that restrict life choices for disabled people.
When barriers are removed, disabled people can be independent and equal in society, with choice and control over their own lives (Social Model vs Medical Model of disability, n.d). The social model of disability sees the issue of "disability" as a socially created problem and a matter of full integration of individuals into society.
In this model, disability is not an attribute of an individual, but rather a complex collection of conditions, many of which are created by the social environment. Hence, the management of the problem requires social action and is the collective responsibility of society at large to make the environmental modifications necessary for the full participation of people with disabilities in all areas of social life to allow for an inclusive society (Models of Disability: Types and Definition, 2022).
Example of the Social model of disability
A child with a visual impairment wants to read the latest best-selling book to chat about with their sighted friends. Under the medical model, there are very few solutions, but a social model solution ensures full text audio-recordings are available when the book is first published.
This means children with visual impairments can join in with cultural activities on an equal basis with everyone else (Social Model vs Medical Model of disability, n.d).
The medical model of disability is presented as viewing disability as a problem of the person, directly caused by disease, trauma, or other health condition which therefore requires sustained medical care provided in the form of individual treatment by professionals (Models of Disability: Types and Definitions, 2022).
Using this model students are sometimes referred to professionals for a diagnosis when learning barriers are presented in the classroom. Educators should be exploring methods of how to accommodate students in the learning environment and modify learning and teaching material and the classroom environment.
The following links provides access to videos on the Social Model:
Accommodations remove learning barriers in the classroom to provide every child with equal access to learning. An example is offering an audio version of classroom text for a student with dyslexia or visual supports for children with Autistic Spectrum Disorder (ASD).
Modifications are changes to what a child is taught and expected to do in class. For example, a student who struggles with spelling may be tested on a different set of words than his peers (Reading Rockets, 2022).
The links below provide information on visual supports in the classroom and the difference between accommodation and modifications.
1. Use a variety of instructional formats
Start with whole-group instruction and transition to flexible groupings which could be small groups, stations/centres, and paired learning. With regard to the whole group, high student engagement is related to using technology such as interactive whiteboards.
In terms of flexible groupings: for younger students, these are often teacher-led but for older students, they can be student-led with teacher monitoring. Peer-supported learning can be very effective and engaging and take the form of pair-work, cooperative grouping, peer tutoring, and student-led demonstrations (McManis, n.d).
2. Ensure access to academic curricular content
All students need the opportunity to have learning experiences in line with the same learning goals. This will necessitate thinking about what supports individual students with disabilities need, but overall strategies are making sure all students hear instructions, that they do definitely start activities, that all students participate in large group instruction, and that students transition in and out of the classroom at the same time.
For this latter point, not only will it keep students on track with the lessons, their non-SWD peers do not see them leaving or entering in the middle of lessons, which can really highlight their differences (McManis, n.d).
3. Apply universal design for learning
These are methods that are varied and that support many students’ needs. They include multiple ways of representing content to students and for students to represent learning back, such as modelling, images, objectives and manipulatives, graphic organisers, oral and written responses, and technology.
These can also be adapted as modifications for SWDs where they have large print, use headphones, are allowed to have a peer write their dictated response, draw a picture instead, use calculators, or just have extra time. Project-based and inquiry learning can be implemented where students individually or collectively investigate an experience (McManis, n.d).
The following link provides access to a video on ‘Learning Barriers’
For inclusive education to be implemented in the classroom in the following must be considered:
One of the cornerstones of teaching is building relationships with students. Hence, it is vital that teachers know their students, thereby considering their specific needs when providing educational material (Future Learn, 2021). The following quote by Rita Pierson is significant in this context “Every child deserves a champion—an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.”
Below is a clip from Rita Pierson's TED Talk " Every child deserves a champion’.
Play is fundamental to a child’s development and wellbeing, and playgrounds facilitate this. Through play a child can: learn, explore, stay active, make friends, and socialise (Let’s Play Fair: Inclusive playgrounds. n.d). As important as inclusion is within the classroom, as children are recognised as unique, have different needs and abilities, the same criteria should be employed when designing playgrounds.
A definition of an inclusive playground is one that is a universally designed, sensory-rich environment that enables children to develop physically, socially and emotionally.
Furthermore, it is an engaging place that provides the optimal level of challenge and offers opportunities to succeed and is a place that goes beyond minimum accessibility to create play experiences that meet diverse needs and interests (INCLUSIVE PLAYGROUNDS, 2019).
The links below provides examples of inclusive playgrounds.
In conclusion, inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute, and participate in all aspects of the life of the school.
Hence both the indoor and outdoor learning environment must support inclusive education as inclusive education is about ensuring access to quality education for all students by effectively meeting their diverse needs in a way that is responsive, accepting, respectful and supportive (Inclusive Education Canada, 2020).
As educators, we have a significant role in shaping students and the classroom environment and learning that we provide is the determining factor to students achieving their true potential. Therefore, it is vital that every child have equal access to inclusive education.
