Supporting and celebrating diversity and inclusion in school works because it gives all children the potential to achieve, and creates an environment where those with additional needs are not segregated and seen as ‘other’; they are part of the same community of learners. Inclusion addresses negative cultural attitudes and misconceptions about people with disabilities, or those who are members of minority communities.

Websites, Blogs, and Media About Inclusive Classrooms:

https://www.readingrockets.org/article/websites-blogs-and-media-about-inclusive-classrooms

Video

https://www.celt.iastate.edu/teaching/creating-an-inclusive-classroom/creating-an-inclusive-learning-environment/

Is it inclusion?

This chart, developed by inclusion expert Nicole Eredics, can help you understand what inclusion is and isn’t.

YES	NO
Child spends the majority of the day in the general education classroom.	Child spends the majority of the day in a special education classroom and goes to a general education classroom for one or two periods.
Child’s desk is included with the other groups of desks in the classroom.	Child’s desk is away from the other desks in the classroom.
Child has access to and is included in classroom lessons and activities that are adapted or modified to meet his/her special needs.	Child works on his/her own curriculum.
Child attends outside activities with the class including assemblies, field trips, enrichment classes, and recess.	Child is given alternate activities and options with other special education students.
Child is an independent, valued, and respected classroom member.	Child is looked upon as helpless, needy, and dependent.
The child’s paraprofessional facilitates access to the curriculum and classroom activities.	The child’s paraprofessional determines access to the curriculum and classroom activities.
The paraprofessional encourages child to complete work as independently as possible, while providing support when needed.	The paraprofessional does not provide many opportunities for the child to complete work independently and “hovers.”
Child receives specialist support (therapy, speech, and language) with minimal disruption to the class routine and program.	Child is pulled from the classroom lessons and activities for specialist suport without consideration for what the child will miss.
The teacher can identify your child’s strengths and areas for improvement.	The teacher refers to the specialists and paraprofessionals to identify child’s development.
Child can name classmates and has many common classroom experiences.	Child does not know classmates and does not have many common classroom experiences.