Creating an Inclusive Classroom Environment Where Everyone Belongs

Having a sense of belonging is a universal need among all individuals. And one of the places where this is most important is in the K-12 classroom. An inclusive classroom is one where all students feel valued and supported and where the unique abilities of each student are not only recognized but celebrated. The lived experiences and identities that everyone brings to the classroom provide learning opportunities that benefit all students. Students learn to work collaboratively with one another, regardless of strengths or weaknesses. They gain a better understanding that not everyone is the same and learn to respect the diversity of their peers, some of whom may be neurodiverse. These are some of the positive benefits that can occur in a general education classroom where students with a disability such as autism are given access to the same educational opportunities as their peers without a disability.

But to maximize those benefits so that students with autism can thrive, several things must happen. First, teachers must ensure that autistic students participate fully in classroom activities. It is not enough for students to just simply be “present.” They must be active and engaged. Teachers can facilitate this by assigning “jobs” or roles to autistic students which give them purpose, and which make them feel that they are an integral part of the classroom community. Second, teachers should adapt their teaching methods to satisfy the needs of neurodiverse students. An effective way to do this is by integrating the Universal Design for Learning (UDL) framework into classroom instruction so that the curriculum and educational materials are presented in alternate ways that are accessible to students. This is especially important for neurodiverse students who may have a sensory processing disorder that makes them overly sensitive to sounds, lights, touch, and other sensory input. Using UDL can remove barriers to learning and facilitate positive academic outcomes for neurodiverse and neurotypical students alike. Jodi Duke, associate professor and academic program coordinator for both the Autism and General Curriculum tracks within the Special Education Program at George Mason University, shared her thoughts on how teachers can create an inclusive general education classroom environment that supports the academic and social needs of autistic students.

General education teachers need to ensure that the requirements of an IEP or Section 504 plan are properly implemented in the classroom.

For autistic students who have an Individualized Education Plan (IEP) or a Section 504 plan, it is important for the general education teacher to become familiar with the requirements of those plans to ensure they are properly implemented in the classroom. An IEP, established under the Individuals with Disabilities Education Act (IDEA), provides details for specialized instruction to meet the needs of a student with one of 13 specified disabilities that negatively impact their academic performance or progress. A Section 504 plan, authorized by a federal civil rights statute known as the Rehabilitation Act of 1973, does not require specialized instruction. Instead, it allows for accommodations or changes to a general education classroom setting to remove obstacles to learning which can adversely affect a student with disabilities. These accommodations can be something as simple as allowing an autistic student additional time to finish a test, providing them with more frequent breaks during the school day, or assigning them a seat away from a window where they may find it difficult to focus because of the noise, light, and other stimuli coming from outside.

Alleviating Anxiety Experienced by Some Autistic Students

Autistic students often suffer from anxiety which can make it difficult for them to establish social connections with their peers. But there are certain actions that a general education classroom teacher can take to lessen that anxiety. For example, a teacher can pair an autistic student with a classmate or “buddy” to work on school activities that require collaboration. This type of “one on one” interaction can help autistic students develop stronger social skills.

Classroom Layout Considerations—Visuals Provide Support

It is important to consider the physical layout of the classroom when trying to create an atmosphere conducive to the academic success of autistic students. Visual aids such as posters, flash cards, or flyers that provide students with guidance or instruction regarding learning activities and which reinforce classroom routines should be prominently displayed at various workstations throughout the room. This can provide students with a clear understanding of what is expected of them during class activities and help them self-regulate their own behaviors so that they can work more effectively.

Providing Autistic Students with Flexibility in Demonstrating Content Knowledge

Teachers should give autistic students the opportunity to demonstrate what they have learned in a manner they are most comfortable with. Some students may have difficulty expressing themselves in writing, but that does not mean they lack an understanding of the content that was taught. Those students could instead be given the option of doing a presentation or project that would highlight their knowledge. Not only would this flexibility allow students to show that they understand the content, but it would provide them with a chance to display their creative side.

Teamwork is key to providing a supportive environment for neurodiverse students.

Teamwork among teachers is key to providing autistic students with the supports they need to succeed. General education classroom teachers should consult with the school’s special education teachers for their insight on strategies that are most effective when working with neurodiverse students. The extensive training and expertise of special education teachers makes them a valuable resource that can contribute to an educator’s understanding of how autistic students learn and strategies that can facilitate positive academic outcomes.

Obtain input directly from students.

General education classroom teachers should talk directly with their autistic students to obtain their feedback on what teaching strategies work best for them. Hearing the perspectives of students with autism can help the general education classroom teacher make any needed adjustments on how to present the curriculum. It can also provide the teacher with more insight into the learning process of neurodiverse students.

For more information on degree offerings in the Special Education Program at George Mason University, please visit the program website.