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Considering the potential of inclusive education at your school? Perhaps you are currently working in an inclusive classroom and looking for effective strategies. Lean into this deep-dive article on inclusive education to gather a solid understanding of what it means, what the research shows, and proven strategies that bring out the benefits for everyone.

What is inclusive education? What does it mean?

Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012).

The school and classroom operate on the premise that students with disabilities are as fundamentally competent as students without disabilities. Therefore, all students can be full participants in their classrooms and in the local school community. Much of the movement is related to legislation that students receive their education in the least restrictive environment (LRE). This means they are with their peers without disabilities to the maximum degree possible, with general education the placement of first choice for all students (Alquraini & Gut, 2012).

Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity, which can include physical, cognitive, academic, social, and emotional. This is not to say that students never need to spend time out of regular education classes, because sometimes they do for a very particular purpose — for instance, for speech or occupational therapy. But the goal is this should be the exception.

The driving principle is to make all students feel welcomed, appropriately challenged, and supported in their efforts. It’s also critically important that the adults are supported, too. This includes the regular education teacher and the special education teacher , as well as all other staff and faculty who are key stakeholders — and that also includes parents.

The research basis for inclusive education

Inclusive education and inclusive classrooms are gaining steam because there is so much research-based evidence around the benefits. Take a look.

Benefits for students

Simply put, both students with and without disabilities learn more . Many studies over the past three decades have found that students with disabilities have higher achievement and improved skills through inclusive education, and their peers without challenges benefit, too (Bui, et al., 2010; Dupuis, Barclay, Holms, Platt, Shaha, & Lewis, 2006; Newman, 2006; Alquraini & Gut, 2012).

For students with disabilities ( SWD ), this includes academic gains in literacy (reading and writing), math, and social studies — both in grades and on standardized tests — better communication skills, and improved social skills and more friendships. More time in the general classroom for SWD is also associated with fewer absences and referrals for disruptive behavior. This could be related to findings about attitude — they have a higher self-concept, they like school and their teachers more, and are more motivated around working and learning.

Their peers without disabilities also show more positive attitudes in these same areas when in inclusive classrooms. They make greater academic gains in reading and math. Research shows the presence of SWD gives non-SWD new kinds of learning opportunities. One of these is when they serve as peer-coaches. By learning how to help another student, their own performance improves. Another is that as teachers take into greater consideration their diverse SWD learners, they provide instruction in a wider range of learning modalities (visual, auditory, and kinesthetic), which benefits their regular ed students as well.

Researchers often explore concerns and potential pitfalls that might make instruction less effective in inclusion classrooms (Bui et al., 2010; Dupois et al., 2006). But findings show this is not the case. Neither instructional time nor how much time students are engaged differs between inclusive and non-inclusive classrooms. In fact, in many instances, regular ed students report little to no awareness that there even are students with disabilities in their classes. When they are aware, they demonstrate more acceptance and tolerance for SWD when they all experience an inclusive education together.

Parent’s feelings and attitudes

Parents, of course, have a big part to play. A comprehensive review of the literature (de Boer, Pijl, & Minnaert, 2010) found that on average, parents are somewhat uncertain if inclusion is a good option for their SWD . On the upside, the more experience with inclusive education they had, the more positive parents of SWD were about it. Additionally, parents of regular ed students held a decidedly positive attitude toward inclusive education.

Now that we’ve seen the research highlights on outcomes, let’s take a look at strategies to put inclusive education in practice.

Inclusive classroom strategies

There is a definite need for teachers to be supported in implementing an inclusive classroom. A rigorous literature review of studies found most teachers had either neutral or negative attitudes about inclusive education (de Boer, Pijl, & Minnaert, 2011). It turns out that much of this is because they do not feel they are very knowledgeable, competent, or confident about how to educate SWD .

However, similar to parents, teachers with more experience — and, in the case of teachers, more training with inclusive education — were significantly more positive about it. Evidence supports that to be effective, teachers need an understanding of best practices in teaching and of adapted instruction for SWD ; but positive attitudes toward inclusion are also among the most important for creating an inclusive classroom that works (Savage & Erten, 2015).

Of course, a modest blog article like this is only going to give the highlights of what have been found to be effective inclusive strategies. For there to be true long-term success necessitates formal training. To give you an idea though, here are strategies recommended by several research studies and applied experience (Morningstar, Shogren, Lee, & Born, 2015; Alquraini, & Gut, 2012).

Use a variety of instructional formats

Start with whole-group instruction and transition to flexible groupings which could be small groups, stations/centers, and paired learning. With regard to the whole group, using technology such as interactive whiteboards is related to high student engagement. Regarding 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.

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 SWDs need, but overall strategies are making sure all students hear instructions, that they do indeed 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.

Apply universal design for learning

These are methods that are varied and that support many learners’ needs. They include multiple ways of representing content to students and for students to represent learning back, such as modeling, images, objectives and manipulatives, graphic organizers, 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. Think too about the power of project-based and inquiry learning where students individually or collectively investigate an experience.

Now let’s put it all together by looking at how a regular education teacher addresses the challenge and succeeds in using inclusive education in her classroom.

A case study of inclusive practices in schools and classes

Mrs. Brown has been teaching for several years now and is both excited and a little nervous about her school’s decision to implement inclusive education. Over the years she has had several special education students in her class but they either got pulled out for time with specialists or just joined for activities like art, music, P.E., lunch, and sometimes for selected academics.

She has always found this method a bit disjointed and has wanted to be much more involved in educating these students and finding ways they can take part more fully in her classroom. She knows she needs guidance in designing and implementing her inclusive classroom, but she’s ready for the challenge and looking forward to seeing the many benefits she’s been reading and hearing about for the children, their families, their peers, herself, and the school as a whole.

During the month before school starts, Mrs. Brown meets with the special education teacher, Mr. Lopez — and other teachers and staff who work with her students — to coordinate the instructional plan that is based on the IEPs (Individual Educational Plan) of the three students with disabilities who will be in her class the upcoming year.

About two weeks before school starts, she invites each of the three children and their families to come into the classroom for individual tours and get-to-know-you sessions with both herself and the special education teacher. She makes sure to provide information about back-to-school night and extends a personal invitation to them to attend so they can meet the other families and children. She feels very good about how this is coming together and how excited and happy the children and their families are feeling. One student really summed it up when he told her, “You and I are going to have a great year!”

The school district and the principal have sent out communications to all the parents about the move to inclusion education at Mrs. Brown’s school. Now she wants to make sure she really communicates effectively with the parents, especially as some of the parents of both SWD and regular ed students have expressed hesitation that having their child in an inclusive classroom would work.

She talks to the administration and other teachers and, with their okay, sends out a joint communication after about two months into the school year with some questions provided by the book Creating Inclusive Classrooms (Salend, 2001 referenced in Salend & Garrick-Duhaney, 2001) such as, “How has being in an inclusion classroom affected your child academically, socially, and behaviorally? Please describe any benefits or negative consequences you have observed in your child. What factors led to these changes?” and “How has your child’s placement in an inclusion classroom affected you? Please describe any benefits or any negative consequences for you.” and “What additional information would you like to have about inclusion and your child’s class?” She plans to look for trends and prepare a communication that she will share with parents. She also plans to send out a questionnaire with different questions every couple of months throughout the school year.

Since she found out about the move to an inclusive education approach at her school, Mrs. Brown has been working closely with the special education teacher, Mr. Lopez, and reading a great deal about the benefits and the challenges. Determined to be successful, she is especially focused on effective inclusive classroom strategies.

Her hard work is paying off. Her mid-year and end-of-year results are very positive. The SWDs are meeting their IEP goals. Her regular ed students are excelling. A spirit of collaboration and positive energy pervades her classroom and she feels this in the whole school as they practice inclusive education. The children are happy and proud of their accomplishments. The principal regularly compliments her. The parents are positive, relaxed, and supportive.

Mrs. Brown knows she has more to learn and do, but her confidence and satisfaction are high. She is especially delighted that she has been selected to be a part of her district’s team to train other regular education teachers about inclusive education and classrooms.

The future is very bright indeed for this approach. The evidence is mounting that inclusive education and classrooms are able to not only meet the requirements of LRE for students with disabilities, but to benefit regular education students as well. We see that with exposure both parents and teachers become more positive. Training and support allow regular education teachers to implement inclusive education with ease and success. All around it’s a win-win!

Lilla Dale McManis, MEd, PhD has a BS in child development, an MEd in special education, and a PhD in educational psychology. She was a K-12 public school special education teacher for many years and has worked at universities, state agencies, and in industry teaching prospective teachers, conducting research and evaluation with at-risk populations, and designing educational technology. Currently, she is President of Parent in the Know where she works with families in need and also does business consulting.

You may also like to read

• Inclusive Education for Special Needs Students
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• Mainstreaming Special Education in the Classroom
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• 6 Strategies for Teaching Special Education Classes

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Curriculum and Instruction ,  High School (Grades: 9-12) ,  Middle School (Grades: 6-8) ,  Pros and Cons ,  Teacher-Parent Relationships ,  The Inclusive Classroom

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Why inclusive education is important for all students

Truly transformative education must be inclusive. The education we need in the 21st century should enable people of all genders, abilities, ethnicities, socioeconomic backgrounds and ages to develop the knowledge, skills and attitudes required for resilient and caring communities. In light of pandemics, climate crises, armed conflict and all challenges we face right now, transformative education that realizes every individual’s potential as part of society is critical to our health, sustainability, peace and happiness. 

To achieve that vision, we need to take action at a systemic level. If we are to get to the heart of tackling inequity, we need change to our education systems as a whole, including formal, non-formal and informal education spaces .

I grew up in the UK in the 1990s under a piece of legislation called Section 28 . This law sought to “ prohibit the promotion of homosexuality ” and those behind it spoke a lot about the wellbeing of children. However, this law did an immense amount of harm, as bullying based on narrow stereotypes of what it meant to be a girl or a boy became commonplace and teachers were disempowered from intervening. Education materials lacked a diversity of gender representation for fear of censure, and as a result, children weren’t given opportunities to develop understanding or empathy for people of diverse genders and sexualities. 

I have since found resonance with the term non-binary to describe my gender, but as an adolescent, what my peers saw was a disabled girl who did not fit the boxes of what was considered acceptable. Because of Section 28, any teacher’s attempts to intervene in the bullying were ineffective and, lacking any representation of others like me, I struggled to envisage my own future. Section 28 was repealed in late 2003; however, change in practice was slow, and I dropped out of formal education months later, struggling with my mental health. 

For cisgender (somebody whose gender identity matches their gender assigned at birth) and heterosexual girls and boys, the lack of representation was limiting to their imaginations and created pressure to follow certain paths. For LGBTQ+ young people, Section 28 was systemic violence leading to psychological, emotional and physical harm. Nobody is able to really learn to thrive whilst being forced to learn to survive. Psychological, emotional and physical safety are essential components of transformative education. 

After dropping out of secondary school, I found non-formal and informal education spaces that gave me the safety I needed to recover and the different kind of learning I needed to thrive. Through Guiding and Scouting activities, I found structured ways to develop not only knowledge, but also important skills in teamwork, leadership, cross-cultural understanding, advocacy and more. Through volunteering, I met adults who became my possibility models and enabled me to imagine not just one future but multiple possibilities of growing up and being part of a community. 

While I found those things through non-formal and informal education spaces (and we need to ensure those forms of education are invested in), we also need to create a formal education system that gives everyone the opportunity to aspire and thrive. 

My work now, with the Kite Trust , has two strands. The first is a youth work programme giving LGBTQ+ youth spaces to develop the confidence, self-esteem and peer connections that are still often lacking elsewhere. The second strand works with schools (as well as other service providers) to help them create those spaces themselves. We deliver the Rainbow Flag Award which takes a whole-school approach to inclusion. The underlying principle is that, if you want to ensure LGBTQ+ students are not being harmed by bullying, it goes far beyond responding to incidents as they occur. We work with schools to ensure that teachers are skilled in this area, that there is representation in the curriculum, that pastoral support in available to young people, that the school has adequate policies in place to ensure inclusion, that the wider community around the school are involved, and that (most importantly) students are given a meaningful voice. 

This initiative takes the school as the system we are working to change and focuses on LGBTQ+ inclusion, but the principles are transferable to thinking about how we create intersectional, inclusive education spaces in any community or across society as a whole. Those working in the system need to be knowledgeable in inclusive practices, the materials used and content covered needs to represent diverse and intersectional experiences and care needs to be a central ethos. All of these are enabled by inclusive policy making, and inclusive policy making is facilitated by the involvement of the full range of stakeholders, especially students themselves. 

If our communities and societies are to thrive in the face of tremendous challenges, we need to use these principles to ensure our education systems are fully inclusive. 

Pip Gardner (pronouns: They/them) is Chief Executive of the Kite Trust, and is a queer and trans activist with a focus on youth empowerment. They are based in the UK and were a member of the Generation Equality Youth Task Force from 2019-21. 

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Overview of Inclusive Teaching Practices

Main navigation.

We regard inclusive and equitable education as holistic and part of all learning, and so inclusive learning practices apply to many aspects of the learning experience throughout these guides.

The resources and strategies on this page act as a starting point for a wide variety of course design strategies, teaching practices, and support resources that all contribute towards an inclusive and equitable course.

Provide equitable access

Inclusive education is accessible: all students should be able to access the materials they need for their learning. While accessibility is often associated with providing access for people with disabilities, issues of access are universal and affect all learners. To develop a course that is inclusive for all, consider accessibility broadly and how it impacts everyone.

Accessibility takes many forms, including:

• Access to course materials for students with visual or hearing differences
• Access to technology tools, reliable connections, and consideration of international restrictions on technology use
• Affordability and the cost of course materials
• Temporal access for students juggling multiple priorities or in different time zones
• Access to multiple modalities regarding materials, activities, and learning assessments

The  Equitable Access  page has more details on these accessibility strategies.

Set norms and commitments

Collectively deciding on norms and making commitments for how students will interact with one another is an important step towards creating a respectful, supportive, and productive class learning environment.

Plan ahead before facilitating your norm setting activity with your students. There are many areas to consider for setting norms and commitments:

• Charged conversations or discussions of challenging topics
• Accountability, communication, and equitable work distribution during teamwork
• Peer review, feedback, and critique
• Office hours timing and modes of communication
• Online discussion forum expectations
• Managing video, minimizing distractions, and appropriate non-verbal communication in video conferencing 

See the page on Setting Norms and Commitments for more specific strategies.

Build inclusive learning communities

Research into the social and emotional dimensions of learning suggests that a sense of social disconnection from instructors and peers can impede learning and that this disproportionately impacts underrepresented students. Deliberately fostering a classroom community and helping students connect with one another can help students feel seen and valued, which can have positive impacts on learning, especially during online instruction.

Consider these general strategies for fostering an inclusive learning community:

• Be conscious of visual and other cues that send implicit signals about who belongs and who can succeed.
• Build opportunities for student choice and agency into the course.
• Adopt caring practices to enhance student motivation.
• Foster community and connection at all stages of the course experience.

See the page on Building Inclusive Community  for more details and links to additional resources.

Support students with disabilities

Faculty and teaching staff play an important role when a student requests or requires academic accommodation based on a disability.

Instructors can best support students and the Office of Accessible Education (OAE) by:

• Informing students of OAE and its services.
• Respecting students' privacy and being compassionate.
• Collaborating with OAE to modify and implement any recommended academic accommodation.

The  Supporting Students with Disabilities  page provides more details on how you can best work with OAE.

Facilitate inclusive and equitable discussions

Discussions are commonly used in actively engaged learning environments. These strategies can help to improve the quality of discussion in online as well as in-person formats:

• Support students when examining potentially upsetting content
• Use prompts or questions that elicit a variety of perspectives
• Adopt practices that ensure equitable participation
• Evaluate discussions along various dimensions

Go to  Inclusive and Equitable Discussions  for specific actions you can take to facilitate inclusive discussions.

Explore more inclusion and equity topics

The Teaching Commons Articles section offers a variety of additional resources organized under the  Inclusion & Equity topic tag.

Equitable access

• Resources for Faculty & Teaching Staff , Office of Accessible Education (2020)
• Universal Design for Learning (UDL) , Schwab Learning Center (2020)
• Stanford-approved Learning Technology Tools , Learning Technologies & Spaces (2020)
• Stanford Online Accessibility Program (SOAP) , Online Accessibility Program (2020)
• Stanford University Library services , Stanford University Library (2020)

Norms and commitments

• Suggested norms for online classes , GSE IT Teaching Resources
• "Please, let students turn their videos off in class" , The Stanford Daily
• Class Community Commitments: A Guide for Instructors , Center for Teaching and Learning
• Stanford SPARQtools , Stanford SPARQ

Inclusive community

• CARE for Inclusion and Equity Online , Stanford Center for Teaching and Learning (2020)
• Community building activities for agreement and norm-setting , Stanford Graduate School of Education IT Teaching Resources (2020)
• Informal trust-building in an online environment , Stanford Graduate School of Education IT Teaching Resources (2020)
• Facilitating class community building before the quarter begins , Stanford Graduate School of Education Information Technology Teaching Resources (2020)
• Stanford SPARQtools , Stanford SPARQ (2020)

Accommodations for students with disabilities

• Office of Accessible Education (OAE) , Stanford University (2020)
• Diversity and Access Office , Stanford University (2020)

Inclusive and equitable discussions

• 10 Strategies for Engaging Discussions Online , Center for Teaching and Learning (2020)
• Successful breakout rooms in Zoom , Teaching Commons (2020)
• Small group activities for Zoom breakout rooms , Teaching Commons (2020)
• Strive for JUSTICE in Course Learning , Center for Teaching and Learning (2020)

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Welcome to Our Inclusive Education Toolbox!

Unlock the power of inclusive education with our comprehensive range of tools and resources. Discover a wealth of information, strategies, and practical tips to create inclusive classrooms, foster equity, and support diverse learners. Our user-friendly tools empower educators, parents, and advocates to navigate the path towards inclusive education.

Self-Assessment Tool

This instrument is designed to provide schools an opportunity to assess current practices regarding the implementation of quality standards for inclusive schools.

Inclusion Basics

This 15-minute, interactive tutorial shares information necessary to build a common definition of inclusive education.

Our team of experts provide information, tools, and resources on hot topics in inclusive education, from effective inclusion and scheduling to behavior basics and specially designed instruction.

Flexible, affordable options for building teacher capacity to instruct today’s diverse learners and promote safe and responsive school systems.

Resources and strategies designed to support educators in navigating technology and increasing student engagement in virtual environments.

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Our blog is dedicated to exploring the latest trends and issues in inclusive education, offering insights and tips for educators, parents, and students who are passionate about creating inclusive learning environments. Through a combination of personal stories, expert interviews, and evidence-based research, our blog aims to promote understanding and support for inclusive education practices.

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In recent years, there has been a growing emphasis on the concept of inclusive education, which represents a significant shift from traditional educational practices. This shift is aimed at embracing diversity, equity, and accessibility in education. It seeks to accommodate all learners, regardless of their backgrounds, abilities, or differences.

What is Inclusive Education?

Inclusive education is a practice that aims to provide all students, regardless of their abilities or disabilities, with equal access to education. It addresses and responds to the diverse needs of all learners by increasing participation in learning and reducing exclusion within and from education.

Importance of Inclusive Education

Inclusive education is important because it promotes diversity, equity, and social justice. It recognizes that every student is unique and has different learning needs, and it seeks to create an environment that is responsive to those needs. Inclusive education also helps to build a sense of community and belonging among students, which can lead to better academic and social outcomes.

Benefits of Inclusive Education

Inclusive education benefits all students, not just those with disabilities. It promotes a positive learning environment that values diversity and encourages collaboration and teamwork. It also helps to develop empathy and understanding among students, which can lead to more inclusive and accepting communities.

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Understanding the Principles of Inclusive Education

Equality and diversity highlights that all students, regardless of their background or abilities, should have equal access to education and be treated with respect and dignity.

Collaboration and partnership promotes educators, parents, and students to work together to create an inclusive learning environment that meets the needs of all learners.

Access and participation are key principles of inclusive education. It aims for all students to be provided with the same educational opportunities and should be encouraged to participate fully in the learning process.

Empowerment and autonomy are also important principles of inclusive education. It means that students should be encouraged to take ownership of their learning and should be empowered to make decisions about their education.

Implementing Effective Inclusive Education Practices

Identifying and addressing barriers to inclusion is an important step in implementing effective inclusive education practices. This includes providing additional support and resources to students with disabilities, as well as modifying the curriculum to meet the needs of all learners.

Creating a supportive and inclusive learning environment is also important. This may involve creating a classroom culture that values diversity and encourages collaboration and teamwork.

Providing appropriate resources and support is essential for implementing effective inclusive education practices. This may involve providing special education teachers, aides, or other support staff with the tools they need to offer more effective instruction. It may also involve providing assistive technology or other accommodations.

Encouraging active participation and engagement is also important. This may involve providing opportunities for peer support and mentoring, or it may involve creating individualized education plans (IEPs) that address the unique needs of each student.

Best Practices for Inclusive Education

Universal Design for Learning (UDL) is another best practice for inclusive education. It involves modifying the curriculum to meet the needs of all learners, including those with disabilities.

Differentiated instruction is another best practice for inclusive education. It involves modifying the curriculum to meet the needs of all learners, including those with disabilities.

Peer support and mentoring is also a best practice for inclusive education. It involves providing opportunities for students to support and mentor each other, which can lead to increased engagement and better academic outcomes.

Individualized Education Plans (IEPs) are also a best practice for inclusive education. They involve creating a personalized plan for each student that addresses their unique needs and learning goals.

Inclusive education is a philosophy that aims to provide all students with equal access to education. It is based on principles of equality, diversity, collaboration, access, participation, empowerment, and autonomy. Implementing effective inclusive education practices involves identifying and addressing barriers to inclusion, creating a supportive and inclusive learning environment, providing appropriate resources and support, and encouraging active participation and engagement. Best practices for inclusive education include Universal Design for Learning, differentiated instruction, peer support and mentoring, and individualized education plans (IEPs). It is important to recognize the importance of inclusive education for all students and to take action to implement effective practices in our schools and communities.

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What is Inclusive Education?

Inclusive education welcomes all students into regular classes with same-age peers in their community, with supports or accommodations that ensure equitable opportunities for all students to learn, contribute and participate in all aspects of school life. Inclusive education means designing schools, classrooms, programs and activities so that all students participate and learn together. Inclusive public neighbourhood schools are the heart of our communities and of quality education systems.

Features of Inclusive Schools

• All students are welcomed and valued for who they are.
• All students are supported to set personal goals and build on individual strengths.
• All students have equitable access to learning, with accommodations and support as required to overcome systemic barriers and discrimination.
• All students are supported to interact, play and collaborate with other students their own age.
• Parents are welcomed as respected partners in their child’s education and local school community.
• School-wide commitment to upholding a safe, welcoming and supportive culture that emphasizes belonging and respect for diversity.

Integration ≠ Inclusion

Inclusion is not simply integration or “mainstreaming” of students who were once characterized as different or special compared to “the mainstream.” Inclusion removes systemic barriers that persist in legacy systems that were designed with a narrower understanding of who belonged in normal society. It reconfigures physical and social structures to welcome diversity (e.g. of abilities, culture, ethnicity and gender identity). Pending the removal of barriers, additional supports may be required to ensure that all individuals’ rights to access and inclusion are respected.

It’s a Human Right

Equitable access to inclusive education for ALL students with disabilities is a fundamental human right. It is not an optional “program”, nor is this right dependent on individual beliefs, student abilities or organizational priorities.

The right of all students with disabilities to access inclusive education without discrimination was recognized by Articles 5 and 24 of the UN Convention on the Rights of Persons with Disabilities. The UN CRPD was ratified by 176 countries, including Canada, and clarified by General Comment No. 4 (the Right to Inclusive Education), released by the UN CRPD Committee in 2016.

#AllMeansAll – It’s right for all students

Decades of research has consistently and conclusively proven that inclusive education benefits all students and strengthens schools and education systems. A  Harvard-led 2016 review  of 280 studies from 25 countries found inclusive educational settings “confer substantial short and long-term benefits for students with and without disabilities.”

This was affirmed by the  European Agency for Special Needs  and Inclusive Education in 2018 and in a  2017 meta-analysis  of outcomes for 4,800,000 students which found learning environments that include students with disability have no detrimental impact, and some positive impact, on academic performance of non-disabled peers.

Teaching to Diversity

Inclusive education goes beyond ending segregation and achieving integration, and is the final step in moving towards the model envisioned in  BC’s new curriculum , which acknowledges the unique abilities of all individuals and embraces teaching to diversity.

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What Is Inclusion in Education?

Providing a free, appropriate, non-restrictive education for all.

If you’ve spent time in a classroom as a teacher or a parent, you’ve probably heard the term “inclusion.” But what exactly is inclusion in education, and what does it mean for teachers and students?

What is inclusion in education?

Specifically, inclusion in education refers to ensuring students with physical, behavioral, or learning disabilities are integrated into general education classrooms as much as possible. It also means providing them the support and accommodations they need to succeed alongside their peers.

In the early years of American education, those with disabilities often didn’t receive any education at all. Eventually, there was a push to provide these students with an education, but it was usually in special schools or special classrooms, segregated from other students. People felt these students’ special needs could only be met if they were kept separate from the general student population. Some also didn’t want them mixing with what they called “normal” children.

Not surprisingly, the stigma attached to “special schools” and “special classrooms” created a divide, one that lasted into adulthood. Many communities didn’t (or weren’t able to) provide meaningful education for these students. If parents couldn’t afford private education, these children simply didn’t attend school at all. In 1970, only 20 percent of children with disabilities attended school.

But in 1975, the Education for All Handicapped Children Act changed things. It required a free, appropriate education for all children. It provided funding to help schools accommodate those with disabilities, and created concepts like IEPs and other tools to help these students succeed.

Source: The Harkin Institute

In 1990, Congress reauthorized the legislation, changing its name to the Individuals With Disabilities Education Act (IDEA), which it is still known as today. The act covers children from birth to age 21. IDEA requires all public schools to provide the following :

• Free Appropriate Public Education (FAPE): Students, regardless of disability, must all receive access to the same general education.
• Least Restrictive Environment (LRE): This is the portion of IDEA that pertains specifically to inclusion. It states that students with disabilities must be included in traditional classrooms to the maximum extent possible.
• Appropriate Evaluation: Schools must provide an evaluation following specific standards, to ensure students are properly placed and regularly assessed.
• Individualized Education Program (IEP): Every student identified as falling under IDEA receives an IEP, which lays out the accommodations the student needs to succeed in the classroom.
• Parent and Teacher Participation: IDEA sets out certain requirements for how schools must communicate and cooperate with parents.
• Procedural Safeguards: Parents have the right to review educational records, take an active part in all meetings regarding educational decisions, and receive notice before any changes are made.

What does “least-restrictive” mean?

IDEA requires students with disabilities to be accommodated in the general classroom “to the maximum extent possible.” To determine this, schools answer two questions :

• Can an appropriate education in the general education classroom with the use of supplementary aids and services be achieved satisfactorily?
• If a student is placed in a more restrictive setting, is the student “integrated” to the “maximum extent appropriate”?

Ultimately, the goal of inclusion in education is to default to providing an education in a general classroom, using the standard curriculum, whenever possible. For some students, this will require special accommodations, including but not limited to:

• Inclusion specialists, teacher aides, or paraeducators who co-teach or spend time in general classrooms to support students with special needs
• Classroom accommodations like changes in seating or access to specialized devices or materials

In some cases, it may not be possible to meet certain needs in the general classroom. When this is the case, schools must make every effort to meet those needs before determining that the student must spend part or all of their educational day in a different setting.

Inclusion and IEPs

IDEA outlined 13 areas of special education that require the creation and use of Individualized Education Plans (IEP). An IEP serves two purposes: to set reasonable measurable goals for the child, and to specify the services the school will provide. Schools and teachers work with parents and experts to create a plan specific to each qualifying student. These plans include the accommodations needed in the general classroom for the student to succeed. Learn more about IEPs here.

What does a good inclusive classroom look like?

It’s rarely possible to provide a quality education for students with special needs unless you have more than one educator in the classroom. These students often require one-on-one support, whether throughout the day or during certain activities. Inclusion classrooms might have:

• Co-teachers, who split their time between general instruction and student support
• Special Educators (SPED), who may “push in” or “pull out” as needed (see below)
• Paraeducators, also known as teacher aides, who support students one-on-one or in small groups
• Interpreters, for students who are blind or deaf

Inclusive classrooms may also provide support for students with specialized equipment or spaces, such as text-to-speech/speech-to-text programs, pencil grips, calm-down corners, etc. Discover more about inclusive classrooms here.

Push In/Pull Out

Educators can provide special needs support in one of two ways. They can “push in,” meaning they work with students as needed in the general classroom. Or they can “pull out,” taking one or more students at a time to work together in a separate location. There are pros and cons to each.

Pushing in can be done by SPED teachers or aides, general classroom teachers, interpreters, speech or occupational therapists, and more. They might work quietly side-by-side with a student or provide general support as needed during group activities.

In a very quiet classroom, push-in support can sometimes be distracting to other students. A student may also need specialized instruction, more time than the general schedule allows, or a safe space to deal with behavior issues. In these cases, pulling out makes more sense. This is usually done by SPED teachers or aides, counselors, or speech or occupational therapists.

Students may have scheduled sessions, or use the accommodations only when needed. Educators usually try to limit the amount of “pull out” time, since that defeats the purpose of an inclusionary classroom. Learn more about “push-in/pull-out services” here.

How does inclusion benefit all students?

Source: ViewSonic

During the 1990s, schools began to place more emphasis on true inclusion. In other words, students with disabilities didn’t just attend public school only to be segregated into their own classroom. Rather, these students finally found their place in the general classroom, supported by specialists and paraeducators as needed. They received the same access to the curriculum, as well as the ability to integrate socially.

According to one report summarizing multiple studies , “Included students develop stronger skills in reading and mathematics, have higher rates of attendance, are less likely to have behavioral problems, and are more likely to complete secondary school than students who have not been included.”

What about the students in the classroom without disabilities? The same report states , “In most cases, being educated alongside a student with a disability does not lead to adverse effects for non-disabled children. On the contrary, some research indicates that non-disabled students who are educated in inclusive classrooms hold less prejudicial views and are more accepting of people who are different from themselves.”

When students with disabilities aren’t hidden away, other children see them from a young age and learn that people of all abilities can and should learn, play, and live in the same world.

What are the challenges of inclusion in education?

Proper inclusion requires extensive cooperation between teachers, parents, and administration.

• Admin must work to provide the right staff to support student needs, and find the funding to cover any specialized equipment or materials. They must also help teachers manage behavior challenges and work with parents.
• Teachers bear the greatest burden, since they must work to support all the students in their classroom including those with special needs. They also need to communicate with parents, asking for support and providing regular updates.
• Parents are a vital link in the chain, but not all students have parents or guardians who are willing or able to be involved in their child’s education. This can especially be a problem for students with behavioral disabilities.

Behavior issues are one of the biggest problems in inclusion classrooms, especially when there aren’t enough teachers or aides, or when parents or administration are unable or unwilling to get involved. Some special needs students also face bullying or social isolation, which adults in the classroom may or may not be aware of.

Inclusion in Education Resources

There’s a lot more to know about inclusion in education. Try these resources for more information.

• Individuals With Disabilities Education Act, U.S. Department of Education
• Inclusive Schools Network
• National Inclusion Project
• Inclusion in Action: Practical Strategies to Modify Your Curriculum (Eredics, 2018)
• The Inclusion Toolbox: Strategies and Techniques for All Teachers (Kurth/Gross, 2014)
• Inclusion Strategies That Work! Research-Based Methods for the Classroom (Karten, 2015)

Looking for more? Check out Teacher Questions About Inclusive Classrooms Answered .

Plus, join the weareteachers helpline group on facebook to ask for advice, exchange ideas, and chat with other educators .

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