For many years, students with special needs have been a crucial topic in general education classrooms. These children are entitled to full access to all materials and social interactions available in a regular classroom. Many schools’ ultimate goal is to construct a classroom with the fewest restrictions possible to satisfy all kids’ needs, including those with special needs. Teachers want kids with special needs in their classrooms, according to studies, but they are ill-equipped to meet their educational demands. Teachers should be able to learn more about how to establish successful inclusion classrooms. As a result, the goal of this research is to address the many teaching techniques that instructors might employ to have a successful inclusive classroom. This study answered one research question: How do teachers ensure a child with a disability has a successful enrollment? A survey of academic literature and observations in two primary classes was used to obtain this research topic data. The findings of the study revealed that teachers who are informed about a range of teaching tactics include getting started and getting ready: When it comes to preparing for a student with a disability in class, it’s all about the “right stuff.” It’s almost as if picking up a new language, but it fits right into any modern discussion of effective teaching and learning. Plans tailored to each child: This may not bother the teacher, but make sure that individual planning meetings, specialists, and consultants do not ask to undergo advanced therapies without providing practical support. A distinct set of instructions: collaboration with teaching assistants, and so on can help children with special needs succeed.
KeywordsTeaching StrategiesInclusion ClassroomDisable Students
Acevedo, S. M., & Nusbaum, E. A. (2020). Autism, Neurodiversity, and Inclusive Education. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1260
Avramidis, E., & Norwich, B. (2002). Teachers’ Attitudes towards Integration/Inclusion: A Review of the Literature. European Journal of Special Needs Education, 17, 129-147. https://doi.org/10.1080/08856250210129056
Bereczki, E. O., & Kárpáti, A. (2018). Teachers’ Beliefs about Creativity and Its Nurture: A Systematic Review of the Recent Research Literature. Educational Research Review, 23, 25-56. https://doi.org/10.1016/j.edurev.2017.10.003
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3, 77-101. https://doi.org/10.1191/1478088706qp063oa
Buntinx, W., & Schalock, R. (2010). Models of Disability, Quality of Life, and Individualized Support: Implications for Professional Practice in Intellectual Disability. Journal of Policy and Practice in Intellectual Disabilities, 7, 283-294. https://doi.org/10.1111/j.1741-1130.2010.00278.x
Civitillo, S., Juang, L. P., & Schachner, M. K. (2018). Challenging Beliefs about Cultural Diversity in Education: A Synthesis and Critical Review of Trainings with Pre Service Teachers. Educational Research Review, 24, 67-83. https://doi.org/10.1016/j.edurev.2018.01.003
Clegg, J., Murphy, E., Almack, K., & Harvey, A. (2008). Tensions around inclusion: Reframing the Moral Horizon. Journal of Applied Research in Intellectual Disabilities, 21, 81-94.
Connolly, M., Patterson, J., & Ritter, S. (2009). Restructuring the Inclusion Classroom to Facilitate Differentiated Instruction. Middle School Journal, 41, 46-52. https://doi.org/10.1080/00940771.2009.11461703
Crick, T. (2021). COVID-19 and Digital Education: A Catalyst for Change? ITNOW, 63, 16-17. https://doi.org/10.1093/itnow/bwab005
Dempsey, I., Foreman, P., & Jenkinson, J. (2002). Educational Enrolment of Students with a Disability in New South Wales and Victoria. International Journal of Disability, Development and Education, 49, 31-46. https://doi.org/10.1080/10349120120115316
DO-IT (Disabilities, Opportunities, Internetworking, and Technology) (2015). What Is the Difference between an IEP and a 504 Plan? University of Washington. http://www.washington.edu/doit/what-difference-between-iep-and-504-plan
Dornyei, Z. (2007). Research Methods in Applied Linguistics. Oxford University Press.
European Agency for Development in Special Needs Education (EADSNE) (2010). Teacher Education for Inclusion: An International Literature Review. European Agency for Development in Special Needs Education.
Explorable.com. (2009, September 16). Convenience Sampling. https://explorable.com/convenience-sampling
Forlin, C., & Chambers, D. (2011). Teacher Preparation for Inclusive Education: Increasing Knowledge but Raising Concerns. Asia-Pacific Journal of Teacher Education, 39, 17-32. https://doi.org/10.1080/1359866X.2010.540850
Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic Differences in Changing Pre-Service Teachers’ Attitudes, Sentiments and Concerns about Inclusive Education. International Journal of Inclusive Education, 13, 195-209. https://doi.org/10.1080/13603110701365356
Girardet, C. (2018). Why Do Some Teachers Change and Others Don’t? A Review of Studies about Factors Influencing In-Service and Pre-Service Teachers’ Change in Classroom Management. Review of Education, 6, 3-36. https://doi.org/10.1002/rev3.3104
Graham, L., & Jahnukainen, M. (2011). Wherefore Art Thou, Inclusion? Analysing the Development of Inclusive Education in New South Wales, Alberta and Finland. Journal of Education Policy, 26, 263-288. https://doi.org/10.1080/02680939.2010.493230
Grenier, M. (2010). Moving to Inclusion: A Socio-Cultural Analysis of Practice. International Journal of Inclusive Education, 14, 387-400. https://doi.org/10.1080/13603110802504598
Hardy, I., & Woodcock, S. (2015). Inclusive Education Policies: Discourses of Difference, Diversity and Deficit. International Journal of Inclusive Education, 19, 141-164. https://doi.org/10.1080/13603116.2014.908965
Harris, A., Jones, M., Crick, T. (2020). Curriculum Leadership: A Critical Contributor to School and System Improvement. School Leadership & Management, 40, 1-4. https://doi.org/10.1080/13632434.2020.1704470
Hattie, J. (2009). Visible Learning. A Synthesis of Over 800 Meta-Analysis Relating to Achievement. Routledge.
Hyunjeong, J., Tyler-Wood, L., Kinnison, L., & Morrison, G. (2014). The US and South Korean Pre-K through 6 Teachers’ Beliefs about Inclusion Practices in Their Countries: Cross-Cultural Perspectives. The Journal of the International Association of Special Education, 15, 11-23.
IDEA (Individuals with Disabilities Education Act) (n.d.). Sec. 300.8 Child with a Disability. http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8
Jobling, A., & Moni, K. B. (2004). ‘I Never Imagined I’d Have to Teach These Children: Providing Authentic Learning Experiences for Secondary Pre-Service Teachers in Teaching Students with Special Needs. Asia-Pacific Journal of Teacher Education, 32, 5-22. https://doi.org/10.1080/1359866042000206026
Jordan, A., & McGhie-Richmond, D. (2014). Identifying Effective Teaching Practices in Inclusive Classrooms. International Perspectives on Inclusive Education, 3, 133-162. https://doi.org/10.1108/S1479-363620140000003023
Klehm, M. (2014). The Effects of Teacher Beliefs on Teaching Practices and Achievement of Students with Disabilities. Teacher Education and Special Education, 37, 216-240. https://doi.org/10.1177/0888406414525050
Knight, C., & Crick, T. (2021). Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis. ECNU Review of Education. https://doi.org/10.1177/20965311211039858
Kvalsund, R., & Bele, I. V. (2010). Students with Special Educational Needs-Social Inclusion or Marginalisation? Factors of Risk and Resilience in the Transition between School and Early Adult Life. Scandinavian Journal of Educational Research, 54, 15-35. https://doi.org/10.1080/00313830903488445
Louden, W., Rohl, M., Gore, J., Greaves, D., McIntosh, A., Wright, R. et al. (2005). Prepared to Teach: An Investigation into the Preparation of Teachers to Teach Literacy and Numeracy. Edith Cowan University
McGuire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal Design and Its Application in Educational Environments. Remedial and Special Education, 27, 166-175. https://doi.org/10.1177/07419325060270030501
McKechnie, L. E. F. (2008). Observational Research. In Given, L. M. (Ed.), The Sage Encyclopedia of Qualitative Research Methods (pp. 573-577). Sage.
Miles, B., & Huberman, A. M. (2009). Qualitative Data Analysis. Sage Publications Ltd.
Morgan, D. N., & Pytash, K. E. (2014). Preparing Preservice Teachers to Become Teachers of Writing: A 20-Year Review of the Research Literature. English Education, 47, 6-37. http://www.jstor.org/stable/24570895
New South Wales Institute of Teachers (NSWIT) (2007). Initial Teacher Education Programs Supplementary Documentation for Program Approval (Mandatory Areas). New South Wales Institute of Teachers.
Ritter, R., Wehner, A., Lohaus, G., & Kramer, P. (2019) Pre-service Teachers’ Beliefs about Inclusive Education before and after Multi-Compared to Mono-Professional Co-Teaching: An Exploratory Study. Frontiers in Education, 4, Article No. 101. https://doi.org/10.3389/feduc.2019.00101
Shaddock, A. J., Giorcelli, L., & Smith, S. (2007). Students with Disabilities in Mainstream Classrooms: A Resource for Teachers. Commonwealth of Australia.
Silverman, J. (2007). Epistemological Beliefs and Attitudes toward Inclusion of Pre-Service Teachers. Teacher Education and Special Education, 30, 42-51. https://doi.org/10.1177/088840640703000105
UNESCO (United Nations Educational, Scientific and Cultural Organization) (1994). The Salamanca Statement and Framework for Action on Special Needs Education. United Nations Educational, Scientific and Cultural Organization.
United Nations (1989). The Convention on the Rights of the Child.
Westwood, P., & Graham, L. (2000). How Many Children with Special Needs in Regular classes: Official Predictions vs Teachers’ Perceptions in South Australia and New South Wales. Australian Journal of Learning Difficulties, 5, 24-34. https://doi.org/10.1080/19404150009546632