An inclusion classroom provides the right platform and learning environment for all students to be educated together. This type of classroom structure involves students learning together for most of their educational experience in a general education classroom. Paulette Chaffee, an experienced teacher with a California Lifetime Teaching Credential, continuously uses her platform within her community to advocate for quality educational processes. The inclusion classroom benefits the professionals and students involved, but only with a collaborative effort. Here, Chaffee breaks down everyone’s role in the inclusion classroom and why it requires teamwork from all angles.
Teachers
General education teachers and special education teachers must work together to proactively co-teach and implement the inclusion classroom successfully. These two types of teachers should remain on the same page by constantly planning and evaluating students’ growth and educational development to account for all students’ needs.
The attitudes teachers display in the inclusion classroom affect classroom management and should align with the ideal classroom climate, which strongly encourages social acceptance. An inclusion classroom must embrace social acceptance to foster an open learning environment.
Co-planning sessions are a productive strategy for teachers to remain in sync about students’ learning barriers and progression. In addition, teachers can use these meetings to co-plan learner objectives, classroom rules, engaging and meaningful activities, instructional strategies, and more. These sessions are also an excellent way for teachers to practice communicating effectively and clearly with one another.
Paraprofessionals
Teachers and paraprofessionals must also collaborate to constructively embrace an inclusive classroom learning environment. A paraprofessional’s role in an inclusive classroom adds another layer of support for students and teachers. They provide instructional, language, behavioral, physical, or medical support to students during and outside of class. Paraprofessionals can also provide one-on-one help to students. Though paraprofessionals and teachers should aim to work as a team, paraprofessionals are not certified teachers and are under the direction of a school professional or certified teacher.
A collaborative effort among all professionals educating a group of students contributes to a positive learning experience in the inclusion classroom. To start on the right foot, all educators should share the same vision for students and consider everyone as “our students.” Also, establishing stable values such as respect, responsibility, and relationships as the foundation of every collaboration creates a sound foundation for an effective inclusion classroom.
Administrators
Eastern Illinois University studied administrators’ roles in the development of an inclusion classroom in one East Central Illinois school district. The results showed how the level of involvement of an administrator determines the success of an inclusive school environment. In short, the participation of administrators is vital for the success of the inclusion classroom.
Administrators are often caught in the crossfire if a conflict arises with any party involved in the inclusion classroom. However, this is a part of the shared responsibility administrators have in the inclusion classroom, acting as upper management and providing staff support. Proactive administrators who contribute to a productive, inclusive school environment exercise strong leadership skills and have a deep understanding and knowledge of the inclusion classroom and the attitudes toward inclusion in a school.
About Paulette Chaffee
Paulette Chaffee is an educator, children’s advocate, grants facilitator, lawyer, and member of various non-profit boards. She obtained bachelor’s and master’s degrees from the University of Redlands in Communicative Disorders and a California Lifetime Teaching Credential. She is currently the Ambassador for Orange County 4th District and a board member of All the Arts for All the Kids.
