Meeting the Needs of Students in Inclusion Class

Inclusive Classrooms Give Teachers Extra Challenges

Aug 21, 2009

It can be difficult for teachers to meet the needs of students with disabilities along with the rest of the class in the typical inclusion classroom.

Attending to the needs of each individual student in an inclusion classroom is one of the many challenges that teachers face on a daily basis. Depending on the range of disabilities present in the classroom, the size of the class and the amount of extra help, this job can be made easier or more difficult. Even so, there are some strategies that teachers can use to make their day a bit easier even when teaching in an inclusion classroom.

Understanding the Disabilities in an Inclusion Classroom

Understanding more about each disability present in an inclusion classroom can in fact help teachers better spread their attention among the students. Take, for example, a classroom with an autistic student. This is one of the more difficult disabilities to understand simply because of the wide range of symptoms along the Autistic Spectrum.

The teacher should obtain a thorough understanding of Autism, along with a complete history from the parents and special educator managing the child’s case. With this information, the teacher will better know when to step back and allow the student to try something alone and when to step in and provide support. Knowledge is the number one biggest key to managing any disability in the classroom.

Using the Students to Help Meet Needs in an Inclusion Classroom

Many times students can be the teacher’s biggest support in the classroom. Using students as partners for those who need additional assistance will not only free time up for the teacher, but will teach the students how to work well together. Look at some examples:

While using other students to help may be inappropriate for some situations, many times they can be an invaluable resource for teachers. Help prepare students for their buddy roles through books like The Friendship Puzzle, by Julie Coe [Larstan Publishing, 2009].

Additional Options for Teachers in an Inclusion Classroom

The teacher may be able to ask the school for a paraprofessional or individual student aid, depending on the student’s disabilities and needs. While this would be ideal for many situations, the school budget may not allow for the extra staff.

Changing the style of teaching may help as well. For example, the teacher can gear all lessons to a small group format and provide seat work or center work for the rest of the class. This would enable the teacher to focus on a small handful of students at one time but requires extra preparation and effective classroom management techniques.

Some teachers find themselves in a difficult situation where they must attend to the needs of a mixed ability group at the same time. With school budget cuts and class sizes increasing, this difficulty is becoming more common across more schools. With a thorough understanding of the disabilities present in the inclusion class as well as a bit of extra preparation and unique instructional delivery, the needs of all students can be met each day.

The copyright of the article Meeting the Needs of Students in Inclusion Class in Special Needs Education is owned by Jennifer Wagaman. Permission to republish Meeting the Needs of Students in Inclusion Class in print or online must be granted by the author in writing.