4 Things That Every School Needs to Make Inclusion Work

Four conditions that help schools turn an inclusion commitment into effective practice.

# 4 Things Schools Need for Inclusion

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How many times have you heard a parent or teacher say, 'Inclusion doesn't work'? The truth is, inclusion does work when schools have the right attitude, an abundant support system, appropriate teacher training, and accessible and achievable educational goals for each student. Without those components, inclusion does not work. But those components can be built.

The Right Attitude

Inclusion succeeds when administrators, teachers, specialists, and community members all believe that, as a society, we are better together than we are apart. They believe that all students deserve equal educational opportunities that are meaningful and purposeful. The language, classroom routines, instruction, activities, and resources used within the school reflect the desire to welcome and educate all students. As inclusion expert Paula Kluth says, 'Over, under, around or through, find a way or make a way.'

An Abundant Support System

Inclusion is successful when the school appropriately responds to the child's learning needs. Schools must use resources from a variety of sources within the district and community to bring supports to the student in the classroom. These supports include instructional strategies, Individual Education Plans, paraprofessionals, health professionals, and assistive devices. An abundant support system ensures that students with disabilities learn and progress alongside same-age peers.

Appropriate Teacher Training

Inclusion is successful when teachers are trained and prepared to teach in classrooms that are inclusive. Teachers must be equipped with the knowledge and tools to cultivate a welcoming environment, identify student needs, use research-based instructional strategies, and assess individual progress. There must also be a commitment to ongoing professional development. Well-trained teachers who are skilled at inclusive practice are the backbone of successful inclusive experiences.

Accessible and Achievable Educational Goals

A successful inclusive experience is largely dependent on what the student is expected to learn. We must have high expectations of our students and provide them with access to the general education curriculum. Choosing goals that are both functional and academic can give a child the opportunity to grow in a variety of ways. In an inclusive setting, students are not expected to 'keep up' but to 'keep learning.'

Inclusion can and does work when schools provide a foundation for success. The four components described above establish learning environments where all students can learn and grow. The question is not whether inclusion works. The question is whether schools are willing to do the work required to make it work.