Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and support that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012).
Inclusive education therefore has the following aspects:
1.Use of varieties of instructional formats
This starts with whole-group instruction and then a transition to flexible groupings which may be small groups, stations/centers, and paired learning. In whole grouping,the use of technologies such as interactive whiteboards are related to high student engagement. In flexible groupings,for younger students, these are often teacher-led but for older students, they can be student-led with teacher monitoring.
2.Ensuting access to academic curricular contents-At this stage, all students need the opportunity to have learning experiences with the same learning goals. This necessitates thinking about what supports individual Students With Disabilities need, but overall strategies are making sure all students hear instructions, start activities, participate in large group instruction, and transition in and out of the classroom at the same time.
3.Application of universal design for learning
These are methods are varied and support many learners’ needs. They include multiple ways of representing content to students and students representing learning back, such as modeling, images, objectives and manipulatives, graphic organizers, oral and written responses, and technology. These can also be adapted as modifications for SWDs where they have large print, use headphones, are allowed to have a peer write their dictated response, draw a picture instead, use calculators, or just have extra time. Think too about the power of project-based and inquiry learning where students individually or collectively investigate an experience.