Successful inclusive classrooms should set forth a vision where all children are not only welcomed, but challenged and supported to be their best.
Reflects the goal of true inclusion: every student is valued, supported, and encouraged to grow academically and socially. How can teachers create a classroom culture that values each student’s unique contributions while supporting social and academic growth?
Simply implementing major behavioral approaches to deal with children with special needs fails to examine the underlying need of all children to be recognized as a contributing member of their peer group.
Shows that inclusion is more than behavior management—it’s about social belonging.
it's important that educators consider models that place social, emotional and academic development on equal footing and do so by making use of social learning programs such as the Responsive Classroom
Highlights the importance of balancing academics with social/emotional learning for all students, including those with disabilities.
Mrs. Sheridan stated in her interview, "…all students benefitted from the social experiences of the Morning Meeting. Social behaviors were taught and modeled for all...The humor, songs, and positive statements created a 'campfire' atmosphere where they could be successful.
Shows fairness, respect, and individualized support in practice; could reflect on how these strategies might be applied in your own classroom experiences.
How can teachers create a classroom culture where all students feel valued and supported, not just treated equally?
19 out of 20 students within the class who were interviewed could provide examples of how their teacher made everyone feel included.
Evidence that the Responsive Classroom approach effectively promotes inclusion
Responsive Classroom® activities get everyone participating and help them internalize the expectation that all students are valued members of the classroom community.
Emphasizes the focus on inclusion and community, not just academic skills.
How the adults at school work together is as important as individual competence: lasting change begins with the adult community.
Which principle would be hardest to implement in a real classroom? I think knowing each child individually can be challenging in large classrooms but is essential for supporting inclusion and social growth.
Knowing the children we teach – individually, culturally, and developmentally – is as important as knowing the content we teach.
Emphasizes understanding students needs to support inclusion.
Morning Meeting.
Morning Meeting is important because it gives all students a predictable routine to participate, build friendships, and practice social skills. I notice in classrooms that activities like Morning Meeting help students with disabilities feel part of the group and learn from peers. I also see them eager to participate in the classroom.
Mere placement of students with disabilities within a general education classroom does not necessarily promote the growth and development of their social skills.
IDEA requires that all students have access to general education, but I see firsthand that placement alone isn’t enough for true inclusion. Planned strategies and support are essential to help students with disabilities develop social skills and participate fully in the classroom community.
What other strategies could help students like Matthew besides peer support?
. Rachel helps him regain his focus by demonstrating the motions that Mrs. Sheridan showed them earlier, standing in front of Matthew just as Mrs. Sheridan had done in front of the class. She also taps him on the shoulder to redirect him when he turns away from the group.
Rachel’s modeling of the song’s motions for Matthew is an example of peer tutoring, showing how classmates can support students with disabilities and help them feel included in classroom activities. This is so important, I see firsthand in classrooms how peer support helps students with disabilities feel included and participate.