Inclusive teaching provides an environment for all students to thrive regardless of their specific needs. There are a variety of teaching strategies, approaches, and interventions available in an inclusive classroom. The diversity of this type of class empowers the educator to explore and make available a variety of learning options. In this setting, all students, regardless of ability or disability, learn together and are equally valued.
Why Inclusive Teaching Is Essential
Inclusive teaching requires the special education and general education teachers to collaborate and sometimes co-teach. Both teachers in the classroom will strengthen all learners. The strengths and needs of every student are considered, and a plan is created to maximize their learning. The two teachers collaborate to ensure they reach every learner through the use of multiple strategies or multiple intelligences.
The positive outcomes of disabled and non-disabled students learning in the same environment are great. Students who are disabled learn from their non-disabled peers. This exposure improves language and literacy skills and increases their math abilities and memory. Students without disabilities often become sensitive to and more accepting of disabled individuals. This is a life skill that the students will carry with them into the workforce and life in general.
Inclusive Teaching Strategies
Inclusive Language
Inclusive or equitable language refers to a linguistic approach that consciously avoids using expressions that proponents believe perpetuate sexism, racism, or other forms of bias, prejudice, or insults towards specific groups. Instead, it employs language that aims to prevent offense and uphold the principles of egalitarianism and inclusivity. In terms of the classroom, words have power over students and their thinking. Using inclusive language eliminates students feeling targeted due to their disability or shameful of their condition.
The difference in student outcomes is directly linked to a teacher’s relationship with their students. While students may believe that they do or do not have the ability to succeed in the classroom, the reality of it comes from the teacher’s consistency providing strong, individualized instruction coupled with love, reassurance, fair treatment, and positive affirmations.
Avoiding Microaggressions
Oxford Languages defines microaggression as indirect, subtle, or unintentional discrimination against members of a marginalized group. In this instance, microaggressions would hurt or discourage students with disabilities.
Teachers must intentionally address their biases. We all have them to one degree or another. Teachers must not be ashamed to admit that. It is a natural part of life. However, as educators, we have a moral obligation to identify them and proactively make it a practice to treat all students with respect, fairness, and no prejudgment.
Students feel. They feel the tone in the room set by the educator. They catch the moods and the facial expressions. They can feel favoritism and understand if you do not have their backs. They also appreciate fairness, although they may not always be able to verbalize it.
Microaggressions may come in various forms. Many students with disabilities already have difficulty fitting in with their peers, they should not face adversity from their teachers as well. Teachers in an inclusive setting practice positive reinforcement for all and openly communicate with all their students.
Addressing Stereotypes
Stereotypes are fixed views of a group of people or a specific thing. These views are widespread and do not truly apply to the entire group. In any classroom setting, but especially inside an inclusive classroom, stereotypes have no place other than learning that they do not apply for those students.
Stereotypes should be defined and addressed. It is important to always be open and honest with our students about the real world we will one day send them into. Giving them the knowledge, skills, and belief to overcome those stereotypes is also dually important.
Using Diverse Perspectives
In an inclusive classroom, the intentionality for all students to feel welcome is obvious. You will see bulletin boards, posters, and other wall décor that communicates all students are welcome and respected. There will be books in the library or on display that tell the students all backgrounds are important here. You will see students heterogeneously grouped for collaboration so that diverse perspectives are shared and valued. Teachers will pre-plan lessons to include various perspectives, so students understand that one way is not the only way. Teachers in an inclusive setting will allow students to help them create norms, expectations, and rules that include the perspective of all students.
When we say all means all, there must be action behind those words. Inclusive teaching exemplifies this mantra and makes our world a more cohesive place.
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