Tt strategies and-practices_in_inclusive_classrooms[1]

IRIS 128735-CP-1-2006-1-BE-COMENIUS-C21
This Comenius project has been funded with support from the European Commission
Strategies and Practices in Inclusive Classrooms
This “Strategies and Practices in Inclusive Classrooms” training package has the
following sections:
1. General considerations about strategies and practices in inclusive classrooms
2. Proposals for strategies and practices in inclusive classrooms
2.1. Success factors for inclusive educative practices
2.2. Strategies for social and relational skills development
2.3. Strategies for the management of learning activities and workgroups in inclusive
classrooms
2.4. Practices related to inclusive school culture
2.5. Online collaboration and inclusion
3. References
1. General considerations about strategies and practices in inclusive
classrooms
The inclusive school is an educational community whose practices respond to the
diversity of its pupils, attending to emotional, academic and social needs within the
school.
Any school wishing to follow a policy of Inclusive Education will have to develop
policies, practices and cultures that emphasise the difference and active contribution of
each pupil to build a shared knowledge, without discrimination, and maintaining the
academic quality and socio-cultural context of all pupils.
Despite the rapidly spreading concept of inclusion as an underlying organising principle
for many countries’ educational systems, in most European countries there is still a
contradiction between legislation and practice in schools or classrooms. Both the
legislation and the teachers’ discourse quickly became "inclusive" but the practices in

schools are not always consistent with those words (Rodrigues, 2006). However, the
findings presented by the European Agency for Development in Special Needs
Education (2003) are encouraging for concluding that inclusive classrooms do really
exist throughout European countries.
Inclusive education happens where classroom strategies and practices different from
those that are traditionally used are introduced (Sanches, 2005). This depends largely on
the attitude, the knowledge, competence and skills of teachers to innovate and create
contexts for learning that meet the needs and the potential of their pupils.
To create an inclusive classroom is a challenge. Teachers must create environments of
learning that value creativity, the individual potential, the social interactions, the
cooperative work, the experimentation and innovation of the individuals. Moreover, it is
essential that teachers receive support, at various levels, from inside and outside the
school.
It is important to note that the teachers` attitude is a crucial element in the success of the
inclusive classroom. As noted by Leatherman & Niemeyer (2005), the teachers` positive
attitudes towards inclusion were reflected in their behaviours in the inclusive classroom.
An inclusion perspective shifts the focus from the individual pupil to context (Moen et
al., 2007). Quality inclusion is not merely determined by pupil placement, but rather is
based on creating an environment that supports and includes all pupils- an inclusive
community that supports positive behaviour in all pupils. To that aim practices must be
about promoting membership, facilitating friendship and collaboration (Soodak, 2003).
Basing our description of inclusive practices on the criteria provided by “Plataforma
Ciutadana per a una Escola Inclusiva” (2006) we can say that good practices are those
that:
a. Include all pupils;
b. Promote an inclusive school culture
c. Realise an efficient co-operative work among educational personnel
d. Use diverse resources and differentiated educational strategies

e. Have a flexible organisational model
f. Have systematic and specific programming;
g. Conduct systematic evaluation of pupil progress in several areas (cognitive,
emotional, social, relational, etc.) and propose measures to overcome difficulties;
h. Promote extracurricular activities
i. Value the collaboration with the community
To evaluate how useful these inclusive practices and strategies are, we propose to take
into account several criteria such as:
a. The quantity and quality of pupils’ learning considering their global education (not
only cognitive skills, but also cultural knowledge, social and relational skills, moral
development, development of autonomy and auto-concept, development of
citizenship, etc.)
b. Sociability and participation of pupils especially in the classroom context, and in
school.
c. The pupil’s motivation to active learning
d. The level of satisfaction of all people involved in educative practices
e. The opportunity to apply and transfer this experience to new situations
It is essential that this evaluation of teaching practices and educational strategies result
from the active involvement of all people responsible for the educational process
(teachers, other educational specialists, pupils and their families).
Every school adapts these criteria according to specific educational context. Offering
different experiences and good practices help teachers to apply inclusion in their own
context. The action-research methodology (c.f. Riel, 2007) is an important way to
promote success of inclusive education.

The IRIS project highlights the importance of action-research in promoting
contextualized improvements. This methodology meets the objectives of understanding,
improving and reforming the practices, involves careful planning, rigorous data
collection and systematic self reflection.
We agree with Isabel Sanches (2005) when she presents the following benefits of
action-research in inclusive education:
a. Active intervention of the target group in critical analysis, reflection and decision-
making for promoting change, gives higher quality to the process and higher
efficiency to the product;
b. Real life contexts are given relevance in an ecological perspective;
c. The importance of self reflection. The teacher continuously monitors its operation,
collecting and analysing information that is used in decision-making and educational
intervention;
d. Teaching practice is more informed, more systematic, consistent and accurate;
e. The teacher produces and uses contextualised knowledge to solve the issues of
day-to-day inclusion giving her/him greater autonomy and is no longer dependent on
the knowledge produced by others, and
f. The process provides greater capacity for understanding the process of teaching
and learning, giving timely and relevant answers appropriate to reality.
Based on the analysis of literature, the IRIS project defines or highlights a set of
practices and strategies that could be effective references. However, it is always
important to remember that each suggestion may serve as an element for reflection and
should be considered and adapted within the specific characteristics of the educational
context where it will be used.

2. Proposals for strategies and practices in inclusive classrooms
We researched investigative articles about teaching strategies and practices for an
inclusive classroom. From the literature it was possible to identify some principles or
guidelines that must be present in any teaching methodology framed by the principle of
inclusive education, and noted some strategies that, in certain contexts, have produced
interesting results for inclusive education. The results of the studies that were more
relevant to the scope of this work follow.
2.1. Success factors for inclusive educative practices
Taking into account the report of the European Agency for Development in Special
Needs Education (2003) based on numerous investigations, one can identify the
following groups of factors as determinants of inclusive practices:
a. Cooperative teaching
b. Cooperative learning
c. Collaborative problem-solving
d. Heterogeneous grouping
e. Effective teaching
a. Cooperative teaching also known as co-teaching is an essential success factor
because teachers need support from, and to be able to co-operate with, a range of
colleagues and professionals within and outside the school.
Co-teaching is typically perceived as two educational professionals working together to service
a group of heterogeneous pupils and share responsibility for specific objectives (e.g. Cook &
Friend, 1995; Friend & Resing, 1993).
Wood (2009:17) describes co-teaching as follows: “Co-teaching is like having two cooks in
one kitchen, each measuring, observing, adapting, sharing ideas, taking turns, and sometimes

tasks on their own”. The most common teams of educators found to engage in co-teaching
relationships are special and general educators, paraprofessional and a special or general
educator, two general education teachers, speech/language pathologists and a special
educator or general educator, social worker and a special educator or general educator,
other support personnel and special educator or general educator and specialist teachers
(music, art, computers, foreign languages, etc.) and a special educator or general
educator (Dieker, 2009).
Wood (2009:19) presents eight components of co-teaching that contribute to a
successful/collaborative learning environment. All of the components developed along
three stages: from a beginning stage into a compromise stage and then settles into a
collaborative stage. The attributes of each component at the collaborative stage (the
ideal stage for the success of co-teaching) are the following:
1. Interpersonal Communication between educators uses more nonverbal
communication.
2. Physical arrangement- teachers/ educational professional share the space and
material and make more whole-group lessons.
3. Familiarity with the curriculum- both educators appreciate their competencies
which they bring to the content.
4. Curriculum goals and modifications – both educators begin to see the “big idea”
of concepts taught.
5. Instructional planning – a continual planning inside and outside the classroom
begins to transpire.
6. Instructional presentation- both teachers present information, and structure
learning activities.
7. Classroom management- both educators are involved in the development and
implementation of rules and routines of the classroom.
8. Assessment- both teachers explore a variety of assessment plans.

Cooperative work between professionals is crucial in planning the best strategies for
addressing diversity. It is also essential that each teacher develops flexibility, the ability
to adapt their teaching methods and to look for alternative strategies.
b. Cooperative learning also known as peer tutoring is an effective strategy in
cognitive and social-emotional areas of pupils’ learning and development.
Some investigations (e.g. Bond & Castagnera, 2006; EADSNE, 2003; Terpstra &
Tamura, 2008) point out that cooperative learning has many educational potentialities
such as: motivation for learning, time of engagement in the tasks of learning, attention,
performance in problem solving, satisfaction with the school, self-esteem, causal
attributions for success based on effort and engagement, social relationships, the
attitudes towards difference and a sense of group / community.
Pupils, who help each other especially within a system of flexible and well-considered
pupil grouping, profit from learning together.
c. Collaborative problem-solving is another relevant strategy particularly in terms of
behavioural problems. Clear classroom rules and a set of limits, agreed with all the
pupils, have proven to be effective (E.A.D.S.N.E., 2003). Teachers must develop
relational skills to enable them to negotiate and create conditions for the participatory
definition of rules agreed between all.
A model proposed by Windle & Warren (2009) on collaborative problem solving
contains the following steps:
- Share perspectives (using communication skills to understand the other’s
perception of the situation, their needs and desires);
- Define the issues (clarify the topics for discussion);
- Identify the interests (go beyond the stated positions or solutions to figure out what
the parties really need to have satisfied in order to reach agreement and look for the
common ground between all parties);

- Generate options (brainstorm and generate ideas, looking at the problem from all
angles and considering as many different ideas as possible);
- Develop a fair standard or objective criteria for deciding (using agreed upon
criteria, combine and reduce options and create agreements for mutual gain).
d. Heterogeneous grouping, and a pedagogical approach based on differentiation, are
needed to manage, and to take advantage of the diversity, in the classroom.
Targeted goals, alternative routes for learning, flexible instruction and the abundance of
homogenous ways of grouping enhance inclusive education (E.A.D.S.N.E., 2003).
Heterogeneity may be considered in terms of several criteria, depending on the
educational objectives to be achieved: gender, race, age, social group, school
performance, relational skills, personality, motivation or attitude toward those subjects,
etc.
Heterogeneity is a preferred option and diversity is essential to create an inclusive
community. Pupils should have the opportunity to learn to live in the community,
promoting a sense of belonging, friendship, solidarity and cooperation.
e. Effective teaching based on assessment and planning, high expectations, direct
instruction and feedback. All pupils improve with systematic monitoring, assessment,
planning and evaluation of the work.
The curriculum can be geared to individual needs and additional support can be
introduced adequately through the IEP that should fit within the normal curriculum.
2.2. Strategies for social and relational skills development
Research suggests that the placement of pupils with special needs education into a
general education setting does not result automatically in increased social interactions

between the pupils with and without special needs education (Terpstra & Tamura,
2008). Adding or incorporating a social skills program or social interaction strategies
into an inclusive program is essential to the success of the inclusive program. Through
these programs pupils learn how to interact with others, use specific social skills in their
daily lives, control their behaviour, and support their peers. These are skills that can be
used both in school and in the community.
Terpstra and Tamura (2008) present several strategies to facilitate social skills
development. First the teacher must consider several issues prior to selection an
intervention ( i.e. the characteristics of the pupil population, the opportunities the pupils
will have to use the strategy that has been introduced, the areas of social skill and social
interaction that may be addressed; the format the program should have). They propose
the following strategies:
a. Sensitivity training for peers- Training should consist of an identified list of target
behaviour or skill and a general discussion with the pupils about differences. Allow the
pupils to identify some of the differences in the classroom and have an open discussion
regarding their observations.
b. Teaching specific strategies to peers- The skills that are taught to the pupil with
SEN are more than the sensitivity issues and may include persistence of initiations,
recognising initiation and responses in varying communication styles, commenting,
natural support for classroom behaviour, and other skills that may be appropriate to a
specific group of pupils.
c. The placemat game- The placemat game is an interactive game that focuses on the
verbal social interaction of preschool children with disabilities during meal times.
d. Peer imitation training- This is a strategy in which the non-disabled pupils are
taught to be role models in the classroom, but the pupils with disabilities are also trained
to observe and imitate the peers.

The peer-to-peer relationships are more than an outcome; they are a critical
component of the process of inclusive education. Interaction between pairs has
educational potential in promoting cognitive, social and emotional development.
Bond and Castagnera (2006) believe that when peers are used to support inclusive
education, everyone benefits. Pupils with disabilities are afforded an appropriate
education in the least restrictive environment, the general education classes and pupils
without disabilities are given opportunities to increase their academic skills, gain a
better understanding and acceptance of diversity, and improve their communication and
social skills. These authors describe several practices and strategies for using peers to
support inclusive education:
a. Class-wide peer tutoring (CWPT) - A pupil with higher academic ability is paired
with a pupil with lower academic ability. With this approach, the tutor-tutee role is
rotated so that each person in the pair has an opportunity to be the tutor.
b. Peer-assisted learning strategies (PALS) are an effective method for improving
reading fluency and comprehension for pupils with learning difficulties. As with the
CWPT approach, both pupils in the pair are given the opportunity to be in the tutor role
in each session (40 min sessions three times a week). The interactions between tutors
and tutees are highly structured, so that the person in the tutor role has a script to follow
to correct and reward the tutee.
c. Cross-age tutoring programs. This has proved to be very successful, especially in
the area of literacy. The tutor and the tutee make substantial gains in vocabulary,
reading accuracy, self-correction and comprehension. A key feature of tutoring
programs is the provision of opportunity for pupils with disabilities to tutor other pupils.
d. Peer tutoring at a secondary level (when the pupils attend a variety of classes with
many different teachers for the first time).A peer tutor elective course is a creative and
useful way of meeting the needs of pupils with disabilities who are in general education
classes. Through the elective course, the peer tutor attends the general education class
with the pupil with a disability, providing one-on-one support as needed. Rather than
being enrolled in the general education class, the peer tutor is enrolled in a peer tutor

elective class taught by the special education teacher. Part of the responsibility of a peer
tutor is to facilitate the inclusion of the pupil with a disability in class discussions and
activities to the maximum extent possible (peers tutors need to receive training to be
effective).
2.3. Strategies for the management of learning activities and group work in
inclusive classrooms
Although the results of the report of E.A.D.S.N.E. (2003) states that small groups
improve inclusive education, we agree with David Rodrigues’ perspective that there are
advantages in allowing different types of working groups (c.f Rodrigues, 2006):
a. A large group that could determine the contract, the mission and the reasons for
learning;
b. Project groups;
c. Groups by level;
d. Pairs work
e. Individual work.
All these frameworks allow different situations appropriate to the different
characteristics of pupils and the work. For this author, inclusive classroom management
requires, not just the preparation of individual work but the planning and execution of a
program in which pupils can share various kinds of interaction and identity.
According to Wood (2009:61), “establishing an effective environment requires a
careful look at the socio-emotional, behavioural and physical aspects of the classroom”,
Grouping procedures vary from school to school and from teacher to teacher. There are
a variety of ways to group pupils that will help teachers individualise within whole-
group situations. Wood (2009:55) presents some examples:

a. Creative grouping allows for a diversity of academic skills and gives the freedom
to move among groups. When a pupil masters a given skill he can move to a new
creative group.
b. Research grouping established by giving each group a specific problem to
research (questions to be answered and possible sources to investigate). Then each
group reports back to the class with the results of the research.
c. Cooperative learning in which pupils work together to achieve a shared academic
goal.
d. Interest grouping is a method of grouping pupils based on their specific interests.
For this last grouping, Theroux (2004) recommends that although pupils may be
grouped by interest they may also have activities set at different levels of complexity
(questioning levels/abstract thinking processes) resulting in varying products that use
the pupils’ preferred learning modality (auditory, visual or kinaesthetic). Thus, the
content is differentiated by interest, the process is differentiated by readiness
(complexity of thinking skills required) and the product is differentiated through pupil
learning modality preferences. This multiple differentiation has the added advantage of
making presentations much more interesting than it would be if all groups did
everything in the same way and each presentation was simply a repetition of the former
one.
The Iris project also points out the importance that Project-based learning may have in
inclusive education. Project-based learning is defined as a systematic teaching method
that engages pupils in learning knowledge and skills through an extended inquiry
process structured around complex, authentic questions and carefully designed
products and tasks (B.I.E., 2007). This process can last for varying time periods and can
extend over multiple content areas.
Project-based learning can involve asking and refining questions, debating ideas,
designing plans and/or experiments, collecting and analyzing data, creating artefacts and
so on. The teacher must thoroughly explain all tasks that are to be completed, provide

detailed directions for how to develop the project, and circulate within the classroom in
order to answer questions and encourage pupil motivation.
Pupils generally work in small, collaborative groups in the project-based learning
model. They find sources, conduct research, and hold each other responsible for
learning and the completion of tasks. Essentially, pupils must be “self-managers” in this
approach to instruction.
Moen (2008) and Moen, Nilssen and Weidemann (2007) describes a case study where
they want to know how a primary school teacher works inclusively in her ordinary
classroom activities. The results show two important scaffolding devices:
a. The internally persuasive discourse rather than the authoritative word when she
scaffolds the pupils from one activity to another;
b. The time because the teacher must react or respond in various ways and some
pupils need more time than others.
The authors point out that the activities in the classroom may not be totally controlled.
The teacher has to be tolerant and often appreciate things that are not planned. New
experiences may occur at the intersection between what is planned and what is not
expected. This teacher considers the class as a whole. Instead of considering pupils as a
problem she sees them as a challenge.
2.4. Educational practices related to inclusive school culture
Every school with a diverse population must plan activities that value diversity and take
educational advantages from those differences. Practices in inclusive schools must
promote a sense of community (Soodak, 2003) by the development of some values such
as: respect for the differences, solidarity, collaboration, friendship and membership.
To increase inclusion in their classrooms teachers can use the “funds of knowledge”
(Lopez, 2009) related to the teachers’ knowledge about the pupils’ cultural background.
This concept is particularly important for schools with immigrant pupils. Lopez (2009)

says that “when teachers shed their role as experts and, instead, take on a new role as
learners, they can come to know their pupils and the families of their pupils in new and
distinct ways. With this new knowledge, they can begin to see that the households of
their pupils contain rich cultural and cognitive resources and that these resources can
and should be used in their classroom in order to provide culturally responsive and
meaningful lessons that tap pupils’ prior knowledge. Information that teachers learn
about their pupils in this process is considered the pupil’s funds of knowledge”.
For that purpose a strategy that can be employed is to invite the student’s family to
share their “cultural knowledge” in the classroom.
For valuing cultural diversity in the classroom, teachers can use strategies such as the
following:
- Star of the day. It consists in having one pupil as the centre of attention of the
class. All pupils can ask him/her questions about his/her culture. A member of the
student’s family can also be invited to visit the school and share the food, songs,
history and traditions of their country and so on.
- A picture-board, dedicated to a country /culture could be hung in the classroom.
On the picture-board, maps, photos, drawings and so on could be included. Teachers,
classmates and the immigrants themselves might bring these contributions to the
picture-board. Every week a time might be set aside to talk about its contents.
For immigrant pupils, where communication is difficult because of language, it is
important to use welcoming classroom strategies that make them feel members of
school community. Mora (2007) presents some strategies for that purpose:
- Learn the pupils’ names and pronounce them correctly.
- Offer one-on-one assistance when possible.
- Assign a peer partner, identifying a classmate who really wants to help the
immigrant pupil as a peer.
- Post a visual daily schedule, whenever possible to promote the understanding of
some words and the content of the lesson.

- Use an interpreter whenever possible which can be very helpful in smoothing out
misunderstandings that arise due to communication problems and cultural
differences.
- Invite immigrant pupil to bring something representative of his/her culture into the
classroom.
- Label classroom objects (for example) in both languages.
- Involve the newly arrived immigrant pupil in co-operative learning.
- Help the newly arrived immigrant pupils to follow established classroom
management rules, as soon as possible, to avoid misunderstandings, discipline
problems, and feelings of low self-esteem.
2.5. Online collaboration and inclusion
We belong to a time where boundaries to communicate no longer exist, and where the
need for communication and understanding is greater than ever.
Online projects are a relevant contribution to the evolution of education. Building
pedagogical partnerships also implies a pedagogical shift where communication is
promoted in a real manner and encourages pupils to interact with one another,
comprehending, sharing and manipulating data and producing materials. It is thus a step
towards making learners responsible for their own learning. This implies a
methodological change where planning, monitoring and social-affective strategies
become especially important. Again, teachers in classes find themselves paralleling the
way decisions are reached in today’s world and teaching their pupils the skills that
would be extremely valuable to them in the future. They teach many more things, and
can evaluate in ways that are much more inclusive.

The teacher has the responsibility to try to teach learners the skills they will need in life,
but they cannot do this on their own. For this reason, online projects set up a reliable
structure where all the pedagogical enhancement, technical infrastructure, support
services and in-service training needed, will be identified and provided.
Last but not least, the pupils will acquire new skills, new knowledge and new
intercultural experiences, while the teacher will be able to compare their practices with
those of their partners. Furthermore, teachers will benefit from a structure whose main
objective will be fostering European networking and communicating in the educational
community and providing an opportunity to update professional skills through efficient
provision of support and good practice exchange.
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Coordinators: Cabral, N.; Negrillo, C.
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Sebastià, J. LL; Valls, J. LL; Valverde, F; Vargas, J.D; DE Vreese, J.C.; Bernat,
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