Most everyone would agree that education is an important key to opportunity and better life outcomes. No matter where a child comes from or what abilities they start with, education can give them the tools to grow and flourish and to reach their full potential. Yet not all young people have had the same access to education or opportunities to learn. Inclusive education seeks to redress this inequity. By making our schools inclusive places that honor, respect, and make room for all students, we can help ensure that education is a doorway to opportunity for every young person.
What Is Inclusive Education?
Broadly speaking, inclusive education is an approach that levels the playing field and creates an environment where every student feels a sense of belonging at school. It involves recognizing that all students are equally worthy and deserving of a quality education. It means promoting a sense of acceptance for all young people, recognizing that differences are what make us unique and deserve respect. And it means making sure that every student has the chance to learn and thrive.
Originally, inclusive education referred primarily to students with disabilities and special learning needs, as covered in the Individuals with Disabilities Education Act (IDEA). This 1975 law laid the groundwork for educating children with a range of physical, intellectual, and learning disabilities in classrooms alongside their non-disabled peers. “The IDEA’s least restrictive environment (LRE) provision entitles every child with a disability to an appropriate education in classrooms with non-disabled peers, as much as appropriate.”
In recent years, however, the concept of inclusion has been expanded to encompass a whole-school approach that recognizes diversity of all kinds – including race, gender identity, ethnicity, language, and sexual orientation.
Why Inclusion in Schools Matters
Welcoming and supporting students who have previously been excluded or made to feel “other” is fundamental to these students’ sense of well-being. At the same time a sense of belongingness among students lays the foundation for learning and academic achievement and for healthy social and peer relationships. In a systematic review of 34 research studies that looked at the effects a feeling of belonging at school had on students, “[m]ost studies found a significant protective relationship between higher levels of school connectedness and depressive and/or anxiety symptoms.” In addition, the review cites two studies in which interventions were devised to increase school connectedness and found that doing so improved students’ depression – “one through improvements in self-esteem and one through improvements in relationships at school.” As these studies suggest, being excluded harms kids, while a sense of connection is good for them.
At a time when our young people are experiencing a dramatic mental health crisis, these findings cannot be ignored. Separate research conducted by the CDC found that inclusive school policies that, in particular, are supportive of LGBTQ youth – a group that has been among the most severely affected in the current mental health emergency – had a positive impact on students’ well-being. When schools implement inclusive policies and practices that are supportive of LGBTQ students, students across the board experience less emotional distress, less violence and harassment, and fewer suicidal thoughts and behaviors. On the flip side, we know that when students feel disconnected and lack a sense of belonging at school – a condition affecting as many as 40% of high school students – they are at risk for poorer outcomes both now and later in life.
Interestingly, the CDC study found that all students benefit from inclusive school policies, not only the LGBTQ kids. And other studies have shown similar findings. Thus, the benefits of inclusion in the classroom appear to be widespread. When we create classrooms and schools where differences are valued and where diversity is an asset, we model and teach traits such as empathy, acceptance, kindness, and curiosity. We help students learn that there is no “one right way” to be and that difference is a strength, not a liability. These are attributes that are needed both at school and in our society.
And what about the impact of inclusion on academics? There’s a common misconception that inclusive classrooms – containing general education students along with those who have different abilities and learning needs – are a net loss for the more typical learners. But in fact, there is research demonstrating just the opposite. One study, for instance, found that in classrooms where students who don’t have special education needs work side by side with their peers who do, they benefit both personally and academically: They learn to respect others, accept differences, and acknowledge different abilities; they learn about abilities related to helping others, to be patient and to gain the satisfaction in helping others learn and behave better; and they benefit from the cognitive effort needed to explain themselves and from the contributions made by their disabled peers. And yet another study showed that students without disabilities who were educated in inclusive settings made significantly greater academic progress in math and reading.
Inclusiveness Starts at the Top
Schools will not become inclusive all by themselves. Inclusive education begins at the top, through the inspiration and commitment of district leaders. For some superintendents, this may require a cultural or a philosophical shift. Yet for most, it merely entails a broadening of their vision. Nearly every district leader holds the job they do because they believe in and care deeply about educating our kids. Committing to inclusive education entails stretching that vision so that it encompasses every young person, leaving no one out.
Promoting Inclusion and Cultural Responsiveness
Ensuring schools are safe, inclusive places may start at the top, but in practice, it’s a team effort, and it requires administrators, teachers, and staff to make inclusion and respect for diversity a central value of the school community. Here are a few concreate steps to take.
Provide professional development on cultural competence. Inclusive learning environments not only make students feel welcome and safe, they also help them succeed academically – just what every teacher wants. Yet even the most caring educators may need help developing inclusive and culturally respectful practices. Providing training, professional development, and ongoing support is essential to strengthening the school community and making inclusive practices stick.
Make Social Emotional Learning (SEL) a Priority. Throughout the school and in every classroom, SEL practices set the tone and send the message that acceptance, safety, and inclusion are values at the center of the school community.
Include culturally diverse curriculum, instruction, and activities. Teachers can boost inclusivity by including literature, music, and topics of study that reflect a variety of people, cultures, and traditions. Not only does this help students from less represented groups feel acknowledged and included, but it also exposes all students to the achievements and contributions and groups who have been less widely studied.
Forge relationships with students and families from diverse backgrounds. Establishing strong partnerships with students and families helps them feel seen, heard, respected and included and deepens their trust. Teachers and administrators can help families recognize the school is on their side and wants their children to succeed.
Including Students with Special Needs
Successfully implementing inclusion for students with disabilities and special learning needs entails more planning and work. The Inclusive Schools Network, an online resource for families and schools, shared insights from two district leaders who embraced inclusion, noting that the process began with an evaluation of their current inclusion practices. “Surveys of all stakeholders were conducted, focus group sessions were convened, classrooms were visited, and data collected. . . . With this comprehensive evaluation as a backdrop, a strategic plan was developed and implemented.”
Both leaders made it clear that the move to greater inclusion is not a one-and-done event but is an ongoing process that requires continued commitment from leadership all the way. George Theoharis, a former principle who now teaches at the Syracuse University School of Education agrees that support from leadership is critical: “School leaders must provide explicit training to teachers and staff to build their capacity to support all kids in inclusive settings, to differentiate instruction and to collaborate. They then must provide leadership and support when difficulties arise.”
Technology: A Game Changer for Students with Special Learning Needs
Earlier this year, the Department of Education released guidance on the use of assistive technology for students with special education needs, noting that “emerging technologies hold promise to transform instruction and learning while reducing barriers.” The document affirmed the powerful role these technologies can play for many young people with disabilities, noting they “can greatly improve their educational experience, improve their educational and post-school outcomes, and help develop important skills and abilities.”
The term “assistive technology” refers to a wide range of devices, tools, and software programs that support students with disabilities and special education needs, enabling them to participate more fully in classroom activities alongside their non-disabled peers. The use of this technology can revolutionize access to education and greatly advance inclusivity.
Here are some of the most widely used technologies, gathered by Inclusive Schools Network, but there are many more.
- For students with visual impairments, screen readers Braille displays, magnifiers and closed-caption TV make visual text accessible.
- Students with hearing impairments can be assisted by hearing aids and FM listening systems, which work with a student’s hearing aid to reduce background noise. Captioning and real-time transcription provide text transcripts of spoken language, which allow students with hearing impairments to follow along with lectures and other audio content.
- Students with physical disabilities can access alternative keyboards and mice, speech recognition software, and other devices that give those with limited motor control alternative ways to utilize computers and other electronic devices.
- And for students with learning disabilities, helpful technologies such as text-to-speech software and word prediction software can help kids with dyslexia, dysgraphia, and other writing challenges.
In the end, the point of inclusivity is its impact on students. Theoharis, the former principal, recalls witnessing the power inclusion had on the kids at his school:
It was all about Jamal. Last year, he had to be escorted out of the school by the police. He spent 2nd grade isolated because of ‘violent behavior issues.’ Now he spends all day, every day, in the classroom without significant behavioral incidents and he passed the 3rd-grade state test. . . . It was also all about Maria. Initially, she was removed from her class for ESL instruction. Her teacher said she was reserved, had difficulty transitioning and was always behind in completing work. Now she spends her entire day in the 5th-grade classroom; she is a vocal member in class, proficient on the 5th-grade state test, and was a runner-up in the school spelling bee.
Essential to making schools inclusive is the belief that all kids can succeed, holding high expectations, and helping students reach them. And it’s about fulfilling the mandate every school and educator has, to give every student the opportunity to learn.
