Inclusive Practices in the Classroom
Inclusive teaching often referred to as equitable or equality-focused teaching, is a
method in which educators create a learning environment where all students -
regardless of ethnicity, disabilities, gender, sexual orientation, and background -
have equal opportunities to succeed. All students must receive equal treatment
and respect. Students must also be afforded every opportunity to reach their full
potential. Educators must identify blockers, barriers, or boundaries preventing
students from partaking, completing assignments, and learning. Moreover,
educators may self-assess to remove bias from their teaching method and
appraise the source materials to ensure diversity. This means educators must
consider how they interact with their students and grade assessments, and
whether the material students read and consume comes from authors and sources
with differing opinions, backgrounds, ethnicities, and so on. Inclusive teaching is
quite a broad and far-reaching method that significantly impacts how students
learn and how educators structure their lesson plans. Inclusive classroom
practices ensure all students, regardless of ability or background, feel valued,
supported, and have equal access to quality education in a welcoming and safe
environment.
Inclusive education is based on the principle that all students, regardless of their
abilities or disabilities, belong in the regular classroom and should have equal
access to a quality education. This involves creating a supportive and inclusive
learning environment that respects diversity and addresses individual needs.
Principles of Inclusive Education
1. Universal Design for Learning (UDL):
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This principle emphasizes designing learning experiences and materials that are
accessible and engaging for all learners, regardless of their learning styles or
abilities.
2. Differentiated Instruction:
Recognizing that students learn in different ways, inclusive education advocates
for teachers to differentiate their instruction to meet the diverse needs of
learners.
3. Respect for Diversity:
Inclusive education celebrates and values the diversity of learners, including their
cultural backgrounds, abilities, and learning styles.
4. Collaboration:
Inclusive education promotes collaboration among teachers, students, families,
and other professionals to create a supportive learning environment.
5. Accessibility:
Inclusive education ensures that all students have access to the curriculum,
resources, and support services they need to succeed.
6. Positive Relationships:
Fostering positive relationships between students and teachers is crucial in
creating an inclusive learning environment where students feel accepted and
valued.
7. Active Participation:
Inclusive education encourages all students to actively participate in the learning
process and to contribute their ideas and perspectives.
8. Equity:
Inclusive education aims to ensure that all students have equal opportunities to
learn and succeed, regardless of their background or abilities.
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9. High Expectations:
Inclusive education sets high expectations for all students and provides the
necessary support for them to achieve their potential.
10. Parental Involvement:
Effective parental involvement in the education of their children is crucial for the
success of inclusive schools.
What are the main features of inclusive teaching and learning?
When looking more in-depth into this topic we see that there are common
characteristics and features that many inclusive classrooms share. For example,
some may be:
Provide students with a sense of belonging
Offer an open and welcoming environment
Are psychologically safe
Promote active listening
Encourage participation
Actively work to combat biases
Focus on boosting and maintaining student motivation
How to Create an Inclusive Classroom:
There are several ways in which educators everywhere can make their classroom
or lecture theater or whatever environment more inclusive for all of their students.
And while we give some examples and strategies for achieving this, we also need
to examine some of the features of inclusive teaching and the numerous benefits
that educators who adopt this approach will undoubtedly see.
Create a safe learning environment
Diversify learning material
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Taking into account students’ needs
Make it easy for all students to participate
Develop a rapport with each student
Benefits of inclusive teaching
1. Improving students’ self-confidence
Standing up in front of any class and reciting an answer can be daunting for many.
I recall countless instances of teachers asking questions only for hands to be
shoved into pockets or rooted to the underside of the desk. Conversely, many
students become terrified at the prospect of reading in front of a group or
completing a written assignment.
An inclusive environment will address these stumbling blocks by either helping
children overcome their fear of public speaking or finding another way to assess
them while they develop the skills necessary to tackle that particular obstacle. By
avoiding these awkward and often painful situations, students can become more
confident with their answers and not have to worry about the method in which
they provide them.
2. Boosting participation levels
The goal of removing barriers and obstacles for students is an important one and
doing so will encourage students to take part and make it a more enjoyable
process. Students, no matter their age, will be far more likely to participate if they
feel comfortable in their surroundings. This means that they will not be judged for
what they say, that their opinions and views will be valued, and that there will
never be negative pushback. Likewise, if activities or assessments are less
daunting for students, or cater to their specific needs, they need only worry about
showcasing their knowledge and intelligence. Rather than coaxing responses out of
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students, educators that promote inclusive learning will more likely find students
willing to participate willingly rather than simply because they have to.
3. Raising engagement levels
Going hand in hand with both confidence levels and participation is engagement
levels. Unengaged students are far less likely to retain knowledge, actively
participate in class, and see good results in examinations and assessments.
Engaged students are more likely to enjoy a subject if they are engaged
throughout.
4. Improving students’ comprehension
We have referenced the difficulties many students face when facing assessments
and examinations. There are plenty of reasons students fail or struggle to express
what they know. Those with writing difficulties will need more time or for someone
to dictate what they say, while some will suffer from severe nerves and have a
complete and total brain freeze when instructions are read aloud. Other students
may have hearing problems or speech impediments that make oral or aural tests
incredibly difficult. Working to find ways of assessment that minimize these
limitations can go a long way but so can self-reflection and self-evaluation.
Unconscious biases can creep into our thought processes. For teachers and
instructors at all levels, this can mean the difference between the benefit of the
doubt to a negative mark in an examination resulting in a lesser grade.
5. Improving attitudes toward school and education
We have all heard the age-old trope that no one likes school and that learning isn’t
all that fun. The reality is far from true as we tend to only remember the most
boring classes and subjects from our time in education when we reminisce on our
time in both school and university.
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Students that can see themselves in the authors they read or the themes and
topics they explore in class will automatically be more invested in what they are
learning. Devoid of this identification the topic can seem foreign and strange.
Likewise, struggling with a series of written essays when you have difficulties
writing will undoubtedly sour your opinion of exams. Offering students an inclusive
environment is quite a bit about offering them the best chance to succeed. Thus
you are likewise allowing them to enjoy the learning experience and to be able to
do it on their terms, in a way and in a place that makes them feel themselves.
