Tt strategies and-practices_in_inclusive_classrooms[1]

IRIS 128735-CP-1-2006-1-BE-COMENIUS-C21

This Comenius project has been funded with support from the European Commission

Strategies and Practices in Inclusive Classrooms

This “Strategies and Practices in Inclusive Classrooms” training package has the

following sections:

1. General considerations about strategies and practices in inclusive classrooms

2. Proposals for strategies and practices in inclusive classrooms

2.1. Success factors for inclusive educative practices

2.2. Strategies for social and relational skills development

2.3. Strategies for the management of learning activities and workgroups in inclusive

classrooms

2.4. Practices related to inclusive school culture

2.5. Online collaboration and inclusion

3. References

1. General considerations about strategies and practices in inclusive

classrooms

The inclusive school is an educational community whose practices respond to the

diversity of its pupils, attending to emotional, academic and social needs within the

school.

Any school wishing to follow a policy of Inclusive Education will have to develop

policies, practices and cultures that emphasise the difference and active contribution of

each pupil to build a shared knowledge, without discrimination, and maintaining the

academic quality and socio-cultural context of all pupils.

Despite the rapidly spreading concept of inclusion as an underlying organising principle

for many countries’ educational systems, in most European countries there is still a

contradiction between legislation and practice in schools or classrooms. Both the

legislation and the teachers’ discourse quickly became "inclusive" but the practices in



schools are not always consistent with those words (Rodrigues, 2006). However, the

findings presented by the European Agency for Development in Special Needs

Education (2003) are encouraging for concluding that inclusive classrooms do really

exist throughout European countries.

Inclusive education happens where classroom strategies and practices different from

those that are traditionally used are introduced (Sanches, 2005). This depends largely on

the attitude, the knowledge, competence and skills of teachers to innovate and create

contexts for learning that meet the needs and the potential of their pupils.

To create an inclusive classroom is a challenge. Teachers must create environments of

learning that value creativity, the individual potential, the social interactions, the

cooperative work, the experimentation and innovation of the individuals. Moreover, it is

essential that teachers receive support, at various levels, from inside and outside the

school.

It is important to note that the teachers` attitude is a crucial element in the success of the

inclusive classroom. As noted by Leatherman & Niemeyer (2005), the teachers` positive

attitudes towards inclusion were reflected in their behaviours in the inclusive classroom.

An inclusion perspective shifts the focus from the individual pupil to context (Moen et

al., 2007). Quality inclusion is not merely determined by pupil placement, but rather is

based on creating an environment that supports and includes all pupils- an inclusive

community that supports positive behaviour in all pupils. To that aim practices must be

about promoting membership, facilitating friendship and collaboration (Soodak, 2003).

Basing our description of inclusive practices on the criteria provided by “Plataforma

Ciutadana per a una Escola Inclusiva” (2006) we can say that good practices are those

that:

a. Include all pupils;

b. Promote an inclusive school culture

c. Realise an efficient co-operative work among educational personnel

d. Use diverse resources and differentiated educational strategies



e. Have a flexible organisational model

f. Have systematic and specific programming;

g. Conduct systematic evaluation of pupil progress in several areas (cognitive,

emotional, social, relational, etc.) and propose measures to overcome difficulties;

h. Promote extracurricular activities

i. Value the collaboration with the community

To evaluate how useful these inclusive practices and strategies are, we propose to take

into account several criteria such as:

a. The quantity and quality of pupils’ learning considering their global education (not

only cognitive skills, but also cultural knowledge, social and relational skills, moral

development, development of autonomy and auto-concept, development of

citizenship, etc.)

b. Sociability and participation of pupils especially in the classroom context, and in

school.

c. The pupil’s motivation to active learning

d. The level of satisfaction of all people involved in educative practices

e. The opportunity to apply and transfer this experience to new situations

It is essential that this evaluation of teaching practices and educational strategies result

from the active involvement of all people responsible for the educational process

(teachers, other educational specialists, pupils and their families).

Every school adapts these criteria according to specific educational context. Offering

different experiences and good practices help teachers to apply inclusion in their own

context. The action-research methodology (c.f. Riel, 2007) is an important way to

promote success of inclusive education.



The IRIS project highlights the importance of action-research in promoting

contextualized improvements. This methodology meets the objectives of understanding,

improving and reforming the practices, involves careful planning, rigorous data

collection and systematic self reflection.

We agree with Isabel Sanches (2005) when she presents the following benefits of

action-research in inclusive education:

a. Active intervention of the target group in critical analysis, reflection and decision-

making for promoting change, gives higher quality to the process and higher

efficiency to the product;

b. Real life contexts are given relevance in an ecological perspective;

c. The importance of self reflection. The teacher continuously monitors its operation,

collecting and analysing information that is used in decision-making and educational

intervention;

d. Teaching practice is more informed, more systematic, consistent and accurate;

e. The teacher produces and uses contextualised knowledge to solve the issues of

day-to-day inclusion giving her/him greater autonomy and is no longer dependent on

the knowledge produced by others, and

f. The process provides greater capacity for understanding the process of teaching

and learning, giving timely and relevant answers appropriate to reality.

Based on the analysis of literature, the IRIS project defines or highlights a set of

practices and strategies that could be effective references. However, it is always

important to remember that each suggestion may serve as an element for reflection and

should be considered and adapted within the specific characteristics of the educational

context where it will be used.



2. Proposals for strategies and practices in inclusive classrooms

We researched investigative articles about teaching strategies and practices for an

inclusive classroom. From the literature it was possible to identify some principles or

guidelines that must be present in any teaching methodology framed by the principle of

inclusive education, and noted some strategies that, in certain contexts, have produced

interesting results for inclusive education. The results of the studies that were more

relevant to the scope of this work follow.

2.1. Success factors for inclusive educative practices

Taking into account the report of the European Agency for Development in Special

Needs Education (2003) based on numerous investigations, one can identify the

following groups of factors as determinants of inclusive practices:

a. Cooperative teaching

b. Cooperative learning

c. Collaborative problem-solving

d. Heterogeneous grouping

e. Effective teaching

a. Cooperative teaching also known as co-teaching is an essential success factor

because teachers need support from, and to be able to co-operate with, a range of

colleagues and professionals within and outside the school.

Co-teaching is typically perceived as two educational professionals working together to

service a group of heterogeneous pupils and share responsibility for specific objectives

(e.g. Cook & Friend, 1995; Friend & Resing, 1993).

Wood (2009:17) describes co-teaching as follows: “Co-teaching is like having two

cooks in one kitchen, each measuring, observing, adapting, sharing ideas, taking turns,



and sometimes tasks on their own”. The most common teams of educators found to

engage in co-teaching relationships are special and general educators, paraprofessional

and a special or general educator, two general education teachers, speech/language

pathologists and a special educator or general educator, social worker and a special

educator or general educator, other support personnel and special educator or general

educator and specialist teachers (music, art, computers, foreign languages, etc.) and a

special educator or general educator (Dieker, 2009).

Wood (2009:19) presents eight components of co-teaching that contribute to a

successful/collaborative learning environment. All of the components developed along

three stages: from a beginning stage into a compromise stage and then settles into a

collaborative stage. The attributes of each component at the collaborative stage (the

ideal stage for the success of co-teaching) are the following:

1. Interpersonal Communication between educators uses more nonverbal

communication.

2. Physical arrangement- teachers/ educational professional share the space and

material and make more whole-group lessons.

3. Familiarity with the curriculum- both educators appreciate their competencies

which they bring to the content.

4. Curriculum goals and modifications – both educators begin to see the “big idea”

of concepts taught.

5. Instructional planning – a continual planning inside and outside the classroom

begins to transpire.

6. Instructional presentation- both teachers present information, and structure

learning activities.

7. Classroom management- both educators are involved in the development and

implementation of rules and routines of the classroom.

8. Assessment- both teachers explore a variety of assessment plans.



Cooperative work between professionals is crucial in planning the best strategies for

addressing diversity. It is also essential that each teacher develops flexibility, the ability

to adapt their teaching methods and to look for alternative strategies.

b. Cooperative learning also known as peer tutoring is an effective strategy in

cognitive and social-emotional areas of pupils’ learning and development.

Some investigations (e.g. Bond & Castagnera, 2006; EADSNE, 2003; Terpstra &

Tamura, 2008) point out that cooperative learning has many educational potentialities

such as: motivation for learning, time of engagement in the tasks of learning, attention,

performance in problem solving, satisfaction with the school, self-esteem, causal

attributions for success based on effort and engagement, social relationships, the

attitudes towards difference and a sense of group / community.

Pupils, who help each other especially within a system of flexible and well-considered

pupil grouping, profit from learning together.

c. Collaborative problem-solving is another relevant strategy particularly in terms of

behavioural problems. Clear classroom rules and a set of limits, agreed with all the

pupils, have proven to be effective (E.A.D.S.N.E., 2003). Teachers must develop

relational skills to enable them to negotiate and create conditions for the participatory

definition of rules agreed between all.

A model proposed by Windle & Warren (2009) on collaborative problem solving

contains the following steps:

- Share perspectives (using communication skills to understand the other’s

perception of the situation, their needs and desires);

- Define the issues (clarify the topics for discussion);

- Identify the interests (go beyond the stated positions or solutions to figure out what

the parties really need to have satisfied in order to reach agreement and look for the

common ground between all parties);



- Generate options (brainstorm and generate ideas, looking at the problem from all

angles and considering as many different ideas as possible);

- Develop a fair standard or objective criteria for deciding (using agreed upon

criteria, combine and reduce options and create agreements for mutual gain).

d. Heterogeneous grouping, and a pedagogical approach based on differentiation, are

needed to manage, and to take advantage of the diversity, in the classroom.

Targeted goals, alternative routes for learning, flexible instruction and the abundance of

homogenous ways of grouping enhance inclusive education (E.A.D.S.N.E., 2003).

Heterogeneity may be considered in terms of several criteria, depending on the

educational objectives to be achieved: gender, race, age, social group, school

performance, relational skills, personality, motivation or attitude toward those subjects,

etc.

Heterogeneity is a preferred option and diversity is essential to create an inclusive

community. Pupils should have the opportunity to learn to live in the community,

promoting a sense of belonging, friendship, solidarity and cooperation.

e. Effective teaching based on assessment and planning, high expectations, direct

instruction and feedback. All pupils improve with systematic monitoring, assessment,

planning and evaluation of the work.

The curriculum can be geared to individual needs and additional support can be

introduced adequately through the IEP that should fit within the normal curriculum.

2.2. Strategies for social and relational skills development

Research suggests that the placement of pupils with special needs education into a

general education setting does not result automatically in increased social interactions



between the pupils with and without special needs education (Terpstra & Tamura,

2008). Adding or incorporating a social skills program or social interaction strategies

into an inclusive program is essential to the success of the inclusive program. Through

these programs pupils learn how to interact with others, use specific social skills in their

daily lives, control their behaviour, and support their peers. These are skills that can be

used both in school and in the community.

Terpstra and Tamura (2008) present several strategies to facilitate social skills

development. First the teacher must consider several issues prior to selection an

intervention ( i.e. the characteristics of the pupil population, the opportunities the pupils

will have to use the strategy that has been introduced, the areas of social skill and social

interaction that may be addressed; the format the program should have). They propose

the following strategies:

a. Sensitivity training for peers- Training should consist of an identified list of target

behaviour or skill and a general discussion with the pupils about differences. Allow the

pupils to identify some of the differences in the classroom and have an open discussion

regarding their observations.

b. Teaching specific strategies to peers- The skills that are taught to the pupil with

SEN are more than the sensitivity issues and may include persistence of initiations,

recognising initiation and responses in varying communication styles, commenting,

natural support for classroom behaviour, and other skills that may be appropriate to a

specific group of pupils.

c. The placemat game- The placemat game is an interactive game that focuses on the

verbal social interaction of preschool children with disabilities during meal times.

d. Peer imitation training- This is a strategy in which the non-disabled pupils are

taught to be role models in the classroom, but the pupils with disabilities are also trained

to observe and imitate the peers.



The peer-to-peer relationships are more than an outcome; they are a critical

component of the process of inclusive education. Interaction between pairs has

educational potential in promoting cognitive, social and emotional development.

Bond and Castagnera (2006) believe that when peers are used to support inclusive

education, everyone benefits. Pupils with disabilities are afforded an appropriate

education in the least restrictive environment, the general education classes and pupils

without disabilities are given opportunities to increase their academic skills, gain a

better understanding and acceptance of diversity, and improve their communication and

social skills. These authors describe several practices and strategies for using peers to

support inclusive education:

a. Class-wide peer tutoring (CWPT) - A pupil with higher academic ability is paired

with a pupil with lower academic ability. With this approach, the tutor-tutee role is

rotated so that each person in the pair has an opportunity to be the tutor.

b. Peer-assisted learning strategies (PALS) are an effective method for improving

reading fluency and comprehension for pupils with learning difficulties. As with the

CWPT approach, both pupils in the pair are given the opportunity to be in the tutor role

in each session (40 min sessions three times a week). The interactions between tutors

and tutees are highly structured, so that the person in the tutor role has a script to follow

to correct and reward the tutee.

c. Cross-age tutoring programs. This has proved to be very successful, especially in

the area of literacy. The tutor and the tutee make substantial gains in vocabulary,

reading accuracy, self-correction and comprehension. A key feature of tutoring

programs is the provision of opportunity for pupils with disabilities to tutor other pupils.

d. Peer tutoring at a secondary level (when the pupils attend a variety of classes with

many different teachers for the first time).A peer tutor elective course is a creative and

useful way of meeting the needs of pupils with disabilities who are in general education

classes. Through the elective course, the peer tutor attends the general education class

with the pupil with a disability, providing one-on-one support as needed. Rather than

being enrolled in the general education class, the peer tutor is enrolled in a peer tutor



elective class taught by the special education teacher. Part of the responsibility of a peer

tutor is to facilitate the inclusion of the pupil with a disability in class discussions and

activities to the maximum extent possible (peers tutors need to receive training to be

effective).

2.3. Strategies for the management of learning activities and group work in

inclusive classrooms

Although the results of the report of E.A.D.S.N.E. (2003) states that small groups

improve inclusive education, we agree with David Rodrigues’ perspective that there are

advantages in allowing different types of working groups (c.f Rodrigues, 2006):

a. A large group that could determine the contract, the mission and the reasons for

learning;

b. Project groups;

c. Groups by level;

d. Pairs work

e. Individual work.

All these frameworks allow different situations appropriate to the different

characteristics of pupils and the work. For this author, inclusive classroom management

requires, not just the preparation of individual work but the planning and execution of a

program in which pupils can share various kinds of interaction and identity.

According to Wood (2009:61), “establishing an effective environment requires a careful

look at the socio-emotional, behavioural and physical aspects of the classroom”,

Grouping procedures vary from school to school and from teacher to teacher. There are

a variety of ways to group pupils that will help teachers individualise within whole-

group situations. Wood (2009:55) presents some examples:



a. Creative grouping allows for a diversity of academic skills and gives the freedom

to move among groups. When a pupil masters a given skill he can move to a new

creative group.

b. Research grouping established by giving each group a specific problem to

research (questions to be answered and possible sources to investigate). Then each

group reports back to the class with the results of the research.

c. Cooperative learning in which pupils work together to achieve a shared academic

goal.

d. Interest grouping is a method of grouping pupils based on their specific interests.

For this last grouping, Theroux (2004) recommends that although pupils may be

grouped by interest they may also have activities set at different levels of complexity

(questioning levels/abstract thinking processes) resulting in varying products that use

the pupils’ preferred learning modality (auditory, visual or kinaesthetic). Thus, the

content is differentiated by interest, the process is differentiated by readiness

(complexity of thinking skills required) and the product is differentiated through pupil

learning modality preferences. This multiple differentiation has the added advantage of

making presentations much more interesting than it would be if all groups did

everything in the same way and each presentation was simply a repetition of the former

one.

The Iris project also points out the importance that Project-based learning may have in

inclusive education. Project-based learning is defined as a systematic teaching method

that engages pupils in learning knowledge and skills through an extended inquiry

process structured around complex, authentic questions and carefully designed

products and tasks (B.I.E., 2007). This process can last for varying time periods and can

extend over multiple content areas.

Project-based learning can involve asking and refining questions, debating ideas,

designing plans and/or experiments, collecting and analyzing data, creating artefacts and

so on. The teacher must thoroughly explain all tasks that are to be completed, provide



detailed directions for how to develop the project, and circulate within the classroom in

order to answer questions and encourage pupil motivation.

Pupils generally work in small, collaborative groups in the project-based learning

model. They find sources, conduct research, and hold each other responsible for

learning and the completion of tasks. Essentially, pupils must be “self-managers” in this

approach to instruction.

Moen (2008) and Moen, Nilssen and Weidemann (2007) describes a case study where

they want to know how a primary school teacher works inclusively in her ordinary

classroom activities. The results show two important scaffolding devices:

a. The internally persuasive discourse rather than the authoritative word when she

scaffolds the pupils from one activity to another;

b. The time because the teacher must react or respond in various ways and some

pupils need more time than others.

The authors point out that the activities in the classroom may not be totally controlled.

The teacher has to be tolerant and often appreciate things that are not planned. New

experiences may occur at the intersection between what is planned and what is not

expected. This teacher considers the class as a whole. Instead of considering pupils as a

problem she sees them as a challenge.

2.4. Educational practices related to inclusive school culture

Every school with a diverse population must plan activities that value diversity and take

educational advantages from those differences. Practices in inclusive schools must

promote a sense of community (Soodak, 2003) by the development of some values such

as: respect for the differences, solidarity, collaboration, friendship and membership.

To increase inclusion in their classrooms teachers can use the “funds of knowledge”

(Lopez, 2009) related to the teachers’ knowledge about the pupils’ cultural background.

This concept is particularly important for schools with immigrant pupils. Lopez (2009)



says that “when teachers shed their role as experts and, instead, take on a new role as

learners, they can come to know their pupils and the families of their pupils in new and

distinct ways. With this new knowledge, they can begin to see that the households of

their pupils contain rich cultural and cognitive resources and that these resources can

and should be used in their classroom in order to provide culturally responsive and

meaningful lessons that tap pupils’ prior knowledge. Information that teachers learn

about their pupils in this process is considered the pupil’s funds of knowledge”.

For that purpose a strategy that can be employed is to invite the student’s family to

share their “cultural knowledge” in the classroom.

For valuing cultural diversity in the classroom, teachers can use strategies such as the

following:

- Star of the day. It consists in having one pupil as the centre of attention of the

class. All pupils can ask him/her questions about his/her culture. A member of the

student’s family can also be invited to visit the school and share the food, songs,

history and traditions of their country and so on.

- A picture-board, dedicated to a country /culture could be hung in the classroom.

On the picture-board, maps, photos, drawings and so on could be included. Teachers,

classmates and the immigrants themselves might bring these contributions to the

picture-board. Every week a time might be set aside to talk about its contents.

For immigrant pupils, where communication is difficult because of language, it is

important to use welcoming classroom strategies that make them feel members of

school community. Mora (2007) presents some strategies for that purpose:

- Learn the pupils’ names and pronounce them correctly.

- Offer one-on-one assistance when possible.

- Assign a peer partner, identifying a classmate who really wants to help the

immigrant pupil as a peer.

- Post a visual daily schedule, whenever possible to promote the understanding of

some words and the content of the lesson.



- Use an interpreter whenever possible which can be very helpful in smoothing out

misunderstandings that arise due to communication problems and cultural

differences.

- Invite immigrant pupil to bring something representative of his/her culture into the

classroom.

- Label classroom objects (for example) in both languages.

- Involve the newly arrived immigrant pupil in co-operative learning.

- Help the newly arrived immigrant pupils to follow established classroom

management rules, as soon as possible, to avoid misunderstandings, discipline

problems, and feelings of low self-esteem.

2.5. Online collaboration and inclusion

We belong to a time where boundaries to communicate no longer exist, and where the

need for communication and understanding is greater than ever.

Online projects are a relevant contribution to the evolution of education. Building

pedagogical partnerships also implies a pedagogical shift where communication is

promoted in a real manner and encourages pupils to interact with one another,

comprehending, sharing and manipulating data and producing materials. It is thus a step

towards making learners responsible for their own learning. This implies a

methodological change where planning, monitoring and social-affective strategies

become especially important. Again, teachers in classes find themselves paralleling the

way decisions are reached in today’s world and teaching their pupils the skills that

would be extremely valuable to them in the future. They teach many more things, and

can evaluate in ways that are much more inclusive.



The teacher has the responsibility to try to teach learners the skills they will need in life,

but they cannot do this on their own. For this reason, online projects set up a reliable

structure where all the pedagogical enhancement, technical infrastructure, support

services and in-service training needed, will be identified and provided.

Last but not least, the pupils will acquire new skills, new knowledge and new

intercultural experiences, while the teacher will be able to compare their practices with

those of their partners. Furthermore, teachers will benefit from a structure whose main

objective will be fostering European networking and communicating in the educational

community and providing an opportunity to update professional skills through efficient

provision of support and good practice exchange.

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Credits:

Coordinators: Cabral, N.; Negrillo, C.

Team: Pomar, C.; Grácio, L.; Cort, N; Domingo, M; Pont, M.N; Salvador, N; Sebastià, J. LL; Valls, J. LL; Valverde, F; Vargas, J.D; DE Vreese, J.C.; Bernat, E.; Evans, J.; Brodin, J.; Ljusberg, A.L.; Candeias, A.

http://www.directionservice.org/cadre/section5.cfm