Kristyna Faz #5

Characteristics of an Inclusive Classroom

1. Groups of desks placed around the classroom

Grouping students allows for socialization as well as cooperative and peer learning.
As Robert E. Slavin notes in Synthesis of Research of Cooperative Learning, the
positive effects of this approach have been consistently found on such diverse
outcomes as self-esteem, intergroup relations, acceptance of academically
handicapped students, attitude towards school, and the ability to work
cooperatively. Moreover, research by David W. Johnson and Roger T. Johnson,
professors of education and codirectors of the Cooperative Learning Center at
the University of Minnesota, suggests that cooperation as contrasted with
competitive and individualistic efforts typically results in higher achievement and
greater productivity; more caring, supportive, and committed relationships; and
greater psychological health, social competence, and self-esteem.
2. Visual learning aids to assist in teaching many students
Visual supports are commonly used in inclusive classrooms. Aids such as graphic
organizers whether these are created by a student, teacher, or technology
company can help students significantly outperform peers who did not use these
tools. Other visual materials are effective, as well. Daily schedules, in either pictorial
or written form, are often placed in a prominent location to help students anticipate
transitions; timers are frequently used to help them remain on task and develop
time-management skills; and posters as well as anchor or flip charts can assist
students in understanding and remembering concepts.
In addition, computers and tablets, with their related complement of applications,
are becoming more integrated into teaching practices. Free apps, such as Number
Pieces, help students understand computation with large numbers through the use
of diagrams and drawings. Finally, in an inclusive classroom, there will be no
shortage of labels, symbols, and pictures placed around the room to help students
identify learning zones, supplies, materials, and items of interest.
3. Developmentally appropriate learning materials placed around the room
Instructional materials, such as leveled books, math manipulatives (like Cuisenaire
rods or base-ten blocks), and centers with hands-on activities, are well-suited for
both kinesthetic learners and students at various ability levels. (Kinesthetic
learning, as described by Howard Gardener in Frames of Mind: The Theory of
Multiple Intelligences, is a style of acquiring knowledge and skills through doing
or moving.)
4. A classroom social skills program
A social skills curriculum is the cornerstone of a respectful and productive inclusive
environment. By guiding students in the development of these abilities, teachers

can support communication among children, increase learners confidence, and

encourage culturally responsive behavior. Students are taught to engage and
interact with one another in socially appropriate ways and to adapt to the needs of
others. Meanwhile, children learn to become community and global citizens.
5. Widely available assistive technology
Assistive technology (AT) should be readily provided to students to support their
individual interests, styles, and educational needs. Items such as adaptive pencil
grips, iPads, apps, augmentative communication tools, and color overlays are all
used to make the curriculum accessible to children with special needs. Whether
simple or complex supports, AT can be used effectively to ensure that all children
are able to learn and to enjoy their education as well.