The idea of inclusive education has changed significantly over the years. Inclusive education is defined as the principle that supports the education of children with disabilities alongside their neurotypical peers rather than separately” (The Center to Mobilize Childhood Knowledge, 2009). However, as education continues to change, we now know that inclusive education goes far beyond the inclusion of children with disabilities. The pedagogy of inclusive education now includes English Language Learners (ELL), LGBTQ+ students, students of all races, cultures, religions, and socioeconomic backgrounds. It’s the idea that recognizes differences between individual learners while also actively avoiding the marginalization of other learners or the continued exclusion of particular groups of students (Pantic & Florian, 2015). With this in mind, inclusive education should be practiced every minute, of every day, in every classroom. It should be embedded in classroom management, curriculum, assessments, literature, and every single child should have access to an inclusive environment within their school.

We know, our classrooms are forever-changing and we are unsure of our students, ethnicity or culture but we must take note and develop a plan. Our plan may include, activities, research projects, books, and classroom experiences that further inform others of the diverse nature of your class. Here are five ways educators can be more inclusive. 

1. Relationships- Cultivating positive relationships is the foundation of great classroom management, they are also necessary in order to create a welcoming, inclusive environment for all students, The more you personally know about a person, the more you can connect. As educators, we must learn who our students and parents are, their likes, dislikes, learning style, motivators for their children. Also, knowing a little something about their home situation can help identify resources that will help families. I was on an innovative team in Los Angeles that identified “out of the box” resources for families. We partnered with Motel 6 in the area for emergency housing for our unhoused population. Creating strong, positive relationships with students creates an inclusive environment because you are modeling to all other students that everyone matters, regardless of their differences.

2. Collaboration- Yes, you can also collaborate with your students! Our students can teach us SO much if we just stop and listen. Openly engage in active listening and learning opportunities, with both students and other teachers, in order to learn from each other. Learning from others provides us with unique perspectives that we may not otherwise have access to hearing about. In a safe space, questions can be asked, clarifications can be made, and thoughts can be shared in order to learn and grow as a teacher. Collaboration is another great skill to model in order to have an inclusive space but also teach students how to be inclusive themselves. In fifth grade we developed multiple call and response staying, with current, Hip Hop music to keep our students engaged the studnets loved it!.

3. Representation- Representation is vital and often overlooked. Ensure all students are represented in classroom graphics, videos, literature, assessments, assemblies, and activities. Students should be able to see themselves in the curriculum, the readings, on the walls in the classrooms, and the hallways. Representation also means that we should be Incorporating diverse perspectives and experiences into all content. Making sure all students are depicted allows for students to relate to what they are learning and creates a culture of inclusiveness when they see that everyone’s differences are accounted for. One year in 8th grade, we essentially re-wrote some parts of the history book to include units from BIPOC and LGBTQ experiences through these specific periods. It eventually became a part of our curriculum.

4. Presume Competence- A Part of inclusivity is also addressing cultural biases but that is a topic for another day! However, when addressing our bias, we also need to make sure we are always assuming that students are capable regardless of culture, gender, or disability status. When we presume competence, we ensure that we are not excluding someone based on a specific label/ The moment we stop presuming competence, is the moment we no longer have an inclusive environment. For K12 classrooms, we engage in the morning meeting and our classroom is a safe space, I said, “Alright boys and girls line up” a student shared on how students may be genderfluid. I was proud of this student for speaking up and I continue to work on changing my outdated phrases.

5. Celebrate Diversity, Uniqueness, and Culture- Celebrating diversity, uniqueness, differences, and culture also ties into representation. As we portray all differences in our classroom, it’s important that we take the time to learn about their beauty and uniqueness. It’s crucial that we teach other students how to accept differences and how to be inclusive in their life. With that, it is important that we learn and share about these topics with clarity, compassion, and understanding after we have collaborated with those who know and understand them the best: your students (and/or their family).  In my third grade classroom, I would take every unit and ask parents to share their stories so we can display them in class or they would send an artifact through their child so students would have to tell their story. One year 5 parents came to share their story, culture, and heritage with our class. Even though this year was through zoom it still was a magical experience.

Our classrooms are ever-changing. We are unaware of who our students will become. It is important to begin fostering a community of acceptance and inclusion from the moment our students come into the classroom. Teaching them safety, belonging, compassion, and understanding will lead to strong relationships, strong community, and will be invaluable to them as they grow and learn. 

References

Pantić, N., & Florian, L. (2015). Developing teachers as agents of inclusion and social
      justice. Education Inquiry, 6(3), 333–351. https://doi.org/10.3402/edui.v6.27311 

The Center to Mobilize Early Childhood Knowledge. (2009). Policy advisory: The law on
inclusive education. Chapel Hill: The University of North Carolina, FPG Child Development
Institute, Author