Embracing Inclusivity: The Interrelatedness of Inclusive and Special Education Classrooms

QUESTION

Nicole goes to a public school in a general education classShe is a part of an inclusive classroom with 27 other studentswith and without disabilities28 different brainspersonalities, interests and quirks. All learning and growing together in the same classroomNicole also attends a special education class for a part of the day, in a small groupwhere she works on her readingwriting and communication skills. She feels included, heard and supported in both settingsand loves going to school! How is Nicole’s special education class different from her inclusive classroom? Are these practices distinct or interrelated? Does a school need both in order to be inclusive? Based on what we’ve learned so far how can we apply our knowledge of MTSS to Nicole’s instruction? How do we separate the tiers? What are the responsibilities of the general education teacher vs. the special education teacher ? What would co- teaching look like for Nicole’s classroom ?

ANSWER

 Embracing Inclusivity: The Interrelatedness of Inclusive and Special Education Classrooms

Introduction

Nicole’s educational journey exemplifies the power of inclusivity in a public school setting. As a student in a general education class, she experiences a diverse learning environment that fosters growth and understanding among 28 students with varying abilities. Additionally, Nicole attends a special education class to work on specific skills in a small group setting. This essay explores the differences and interrelatedness between Nicole’s special education class and her inclusive classroom. We will discuss the significance of having both settings in creating an inclusive school environment and how Multi-Tiered System of Supports (MTSS) can be applied to enhance Nicole’s instruction. Furthermore, we will delve into the roles of general education and special education teachers, as well as how co-teaching can benefit Nicole’s classroom.

 Differences and Interrelatedness between Special Education and Inclusive Classrooms

Nicole’s special education class differs from her inclusive classroom in several ways:

Class Size and Structure: Nicole’s inclusive classroom is larger and consists of 28 students with and without disabilities. On the other hand, her special education class is smaller, allowing for more individualized attention and targeted instruction.

Focus on Specific Skills: In the special education class, Nicole works on improving her reading, writing, and communication skills. The instruction is tailored to her specific needs and learning pace, ensuring targeted support for her academic growth.

 Grouping: In the inclusive classroom, students of diverse abilities work together, promoting social interaction and fostering a sense of belonging. In the special education class, students are grouped based on similar learning needs, enhancing the effectiveness of targeted instruction.

Despite these differences, the two settings are interrelated and complementary

Inclusivity in Both Settings: Both the inclusive and special education classes embrace inclusivity. In the inclusive classroom, students with disabilities are integrated, fostering understanding and empathy among all students. In the special education class, the environment is supportive and nurturing, ensuring that students like Nicole feel included, heard, and supported.

 Supporting Individual Growth: Both settings prioritize individual growth and development. In the inclusive classroom, all students are encouraged to progress academically and socially. In the special education class, individualized instruction empowers students like Nicole to build essential skills and confidence.

The Necessity of Both Settings for Inclusivity

Having both inclusive and special education classrooms is essential for creating a truly inclusive school environment. Each setting caters to different needs and learning styles, ensuring that all students receive appropriate support and encouragement to thrive.

Applying MTSS to Nicole’s Instruction

MTSS offers a comprehensive approach to supporting students like Nicole:

Tier 1 – Universal Instruction: In the inclusive classroom, Tier 1 includes the general education curriculum delivered to all students. Teachers differentiate instruction to meet diverse learning needs, accommodating students with disabilities.

Tier 2 – Targeted Intervention: Nicole’s small group special education class represents Tier 2, providing targeted intervention to support her reading, writing, and communication skills. This intervention is designed to address her specific challenges and accelerate her progress.

Tier 3 – Intensive Support: If Nicole requires additional support beyond Tier 2, individualized plans and services can be implemented to meet her unique needs, ensuring she receives the necessary resources to succeed.

 Roles of General Education and Special Education Teachers

General Education Teacher: In the inclusive classroom, the general education teacher plays a central role in designing and implementing differentiated instruction to meet the diverse needs of all students. They foster a positive and inclusive classroom culture, promote collaboration, and support students with disabilities in the general education setting.

Special Education Teacher: In the special education class, the special education teacher provides individualized instruction, addresses specific learning needs, and monitors students’ progress. They collaborate with the general education teacher to ensure a seamless transition between settings, aligning the instructional approach to promote continuity and growth.

Co-Teaching in Nicole’s Classroom

Co-teaching in Nicole’s inclusive classroom involves collaboration between the general education and special education teachers. They work together to plan and deliver lessons, share resources, and provide additional support to students with disabilities. Co-teaching enhances differentiation and ensures that all students receive the necessary assistance and opportunities for success.

Conclusion

Nicole’s educational experience demonstrates the power of inclusivity through the interrelatedness of her special education and inclusive classrooms. Both settings embrace inclusivity and prioritize individual growth, fostering an environment where all students can learn and grow together. Applying the MTSS approach ensures targeted support for Nicole’s academic progress, while co-teaching enhances collaboration and differentiation in her inclusive classroom. By having both inclusive and special education classes, Nicole’s school exemplifies its commitment to inclusivity, diversity, and equitable education for all students.