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Making Inclusion Work: Practical Strategies for Every Classroom

By FNU Shanjuvigasini, Greenville County Schools

Summary: "Making Inclusion Work: Practical Strategies for Every Classroom" provides a heartfelt and practical guide to fostering inclusive classrooms. It emphasizes the importance of equitable learning environments and explores key strategies such as Universal Design for Learning (UDL), differentiated instruction, and co-teaching models. The blog highlights the role of educators in implementing inclusive practices through professional development, assistive technology, and collaborative planning, while also stressing the importance of IEPs, socio-emotional learning, and peer mentorship for students. Additionally, it underscores the value of parent involvement, home-school communication, and community-building activities. Recognizing that inclusion is an ongoing process, the blog encourages educators to start small, document successes, and expand efforts using data-driven practices.


As a brown woman, I have always wanted to be included and to feel a sense of belonging. Because of this, inclusion education strikes a chord in my heart. Drawing from my experience working in inclusion classrooms across various schools, school districts, states, and countries, I would like to share insights that enhance the potential of the inclusive learning environment.


Need for Inclusive Education

Classrooms are becoming more diverse, with students from various cultural backgrounds, learning styles, and needs coming together in a single setting. Inclusive education is born when this diversity challenge is converted into an opportunity to enrich teaching practice and strengthen learning communities.


Understanding Inclusive Education

Inclusive education refers to an equitable learning environment where students with varying abilities or learning needs can engage in an optimal learning process.


As an educator who has spent years in inclusion settings, I want to emphasize that inclusion education is not just a fancy buzzword but a paradigm shift in how education is presented.


The most significant step towards inclusion is incorporating UDL principles into the general education classroom through:

  •  instructional delivery in diverse formats;

  •  presentation of study materials; and 

  • demonstration of mastery by students using diverse modalities.


Effectively Implementing Differentiation

Make sure to differentiate instruction using different strategies. Here are a few options for consideration:

  • Create different learning stations;

  • use technology like Kahoot, Peardeck, IXL, Starfall, etc.; and

  •  prepare a resource bank of differentiation strategies that have worked for you. 


Co-teaching

Making the inclusion classrooms work depends heavily on teacher training, co-planning, and co-teaching. There are multiple styles of co-teaching, like the ones listed below, that can support diverse learners.

  • One-teach, one-assist

  •  Parallel teaching

  • Station teaching

  • Team teaching


Touching on the Teacher-School Dimension

As there is a significant presence of students with disabilities in inclusion classrooms, teachers should be trained in diverse techniques. I have provided a comprehensive list to start with:

  • Fundamentals of special education

  • Behavior modification techniques

  • Use of assistive technology

  • Culturally Responsive Teaching (CRT)

  •  Encourage professional learning communities (PLCs) where teachers can share data-driven strategies for what worked and what did not.

  • Administer portfolio assessments and performance-based evaluations in place of traditional assessments

  • Provide test modifications/accommodations

  • Use systematic observation or progress-tracking tools to track students' academic and behavioral progress.

  • Ensure regular data review and adjustment of interventions based on data-driven research practices.

  • Conduct regular Professional Development Workshops (PDs) on strategies for inclusion

  • Facilitate/participate in pineapple class visits and share feedback

  • Conduct teacher-led workshops and seminars on inclusion techniques

  • Plan regular team meetings to co-plan

  • Chart out clear expectations as to the roles and responsibilities of each teacher

  • Encourage the sharing of resources and responsibilities with colleagues

  • Draft a plan for collaborative problem-solving or conflict resolution

  • Enlist the support of Instructional Coaches and veteran teachers historically successful in inclusion

  •  If possible, add flexible seating options to create a cozy learning atmosphere

  •  Earmark funds and resources for strengthening inclusion education in the school budget

  • Ensure regular peer evaluation and evaluation by the school instructional team to generate constructive feedback

  • Utilize learning management systems

  • Join online teaching communities


Touching on the Student Dimension

An inclusive learning environment thrives when educators intentionally adapt instruction, provide social-emotional support, and create equitable opportunities for all students to succeed. Listed below are additional recommendations for supporting students.

  •  Follow the Individualized Education Programs (IEPs)/504s with fidelity

  • Modify instructional delivery through UDL

  • Adapt the curriculum (learning material)

  • Add supplementary learning materials like anchor charts

  • Provide instruction to suit diverse learning styles

  • Modify assessments to include a variety of modalities

  • Provide Socio-emotional learning sessions for students with and without disabilities

  • Encourage peer mentors for students with disabilities who are successful in school, college, or career

  • Provide explicit social skills instruction

  • Enforce Positive Behavior Intervention Systems (PBIS)

  • Provide counseling and mental health services for needy students

  • Plan community-building activities to create rapport and bonding between student groups

  • Encourage students to take leadership in driving the inclusion process

  • Use visual aids, text-to-speech software, and visual scheduling apps

  • Create opportunities for all students to participate and excel


Touching on  the Community Dimension

Building strong home-school partnerships requires consistent communication, family engagement, and opportunities for parents to be actively involved in the learning process. Here are a few ideas to add to your toolbox:

  • Plan out periodic parent conferences

  • Publish monthly or quarterly newsletters

  • Organize frequent home-school communication systems like ClassDojo or class emails

  •  Facilitate Family Education Programs (FEPs)

  • Assign a cultural liaison support personnel or a member of the teaching team responsible for it

  • Enroll active parents and teachers in the parent-teacher student association (PTSA) to enable them to take on an active role in the school policy-making

  •  Provide parents with opportunities to be actively involved in the teaching-learning process through volunteering

  • Organize awareness campaigns and cultural celebrations to engage the parent community

  • Place special emphasis on conducting inclusive extra-curricular and co-curricular activities

  • Take the help of parents and their networks to raise money and generate funds for strengthening inclusion at your school


Final Thoughts

Inclusion is a paradigm shift impacting the entire teaching-learning process, which can sound overwhelming. Hence, begin small by adopting simple strategies, auditing, and documenting what works for you and your school. Gradually, expand to include more in-depth, tried and tested data-driven inclusion practices. Success largely depends on creating comprehensive support systems, having open communication, and staying committed to slow and steady progress despite setbacks. Creating an inclusive classroom is a journey, not an end destination. By building inclusive classrooms today, we can build a more inclusive society for tomorrow.


Helpful Resources

To gain more insights about the following topics, please explore the following links that include some of my own research on inclusive education:



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About the Author

FNU Shanjuvigasini, affectionately known as Ms. S or Shanju, is a special education teacher for Greenville County Schools. She currently co-teaches English and math classes for 12th-grade students. With 24 years of experience teaching at both school and college levels, she holds bachelor’s and master’s degrees in Special Education, focusing on disability rehabilitation and inclusive education. Additionally, she has a master’s degree in counseling psychology and another bachelor’s degree in special education for individuals with intellectual challenges. She has submitted her doctoral dissertation on intervention strategies for learning disabilities and ADHD and has published numerous articles in peer-reviewed journals covering a wide array of topics, including inclusive education, intervention strategies for specific learning disabilities (SLD), ADHD, yoga, meditation, cognitive behavioral therapy (CBT), and complementary and alternative medicine (CAM) therapies. Her certifications include K-12 multi-categorical Special Education, Learning Disabilities, Intellectual Disabilities, K-6 Elementary Education, Early Childhood Education, and K-12 Reading. She has served as a middle school teacher, principal, and college faculty member in India and as a public school teacher in the U.S. in self-contained, resource, and inclusion settings. You can connect with her on 

Instagram: @Shanjuvigasini

Twitter: @Shanjuvigasini

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