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3 Working within an inclusive classroom
Section overview
The interactive jigsaw diagram in Figure 13 below represents how the key factors are interlinked to support inclusion. Hover over each segment of the jigsaw - number 1 displays a definition and number 2 displays an example.
In this section you will explore approaches to support inclusive classrooms. You will be introduced to the ‘CIRCLE Inclusive Classroom scale’, which will help you to ensure you have an inclusive teaching approach that will benefit all learners.
You will explore the following areas:
3.1 Why are inclusive classrooms important?
3.2 What is an inclusive classroom?
3.3 Developing an inclusive classroom
3.4 The CIRCLE Inclusive Classroom Scale.
3.1 Why are inclusive classrooms important?
Within every class there are learners with a diverse range of abilities who would benefit from support. Individual class teachers are responsible for the learning and inclusion of all learners in their class and, together with the school management team, should ensure that support is in place to achieve this.
An inclusive classroom reduces the extent to which further additional support is required for individual learners and allows the implementation of individual support to be minimally intrusive. This increases the learner’s independence and reduces complexity in classroom management.
The supports and strategies which contribute to an inclusive classroom benefit those with identified additional support needs, and also enhance the learning and participation of all learners in the class.
3.2 What is an inclusive classroom?
An inclusive classroom is one where positive relationships are at the centre of learning. Staff routinely incorporate supports and strategies that focus on adapting the physical and social environment; establish structures and routines throughout the school day; and implement learner-centred approaches to enhance motivation and engagement.
Setting up an inclusive classroom is a practical way of providing support for all learners in the class by optimising the physical and social environment of the classroom; putting in place structures and routines to support engagement; and by utilising approaches to support motivation.
All learners are influenced by the ethos, physical environment and social environment, how they feel about themselves and their interest in the tasks they have been asked to do. The social environment concerns the attitudes, expectations and actions of peers and adults.
3.3 Developing an inclusive classroom
Developing an inclusive classroom is the first stage in supporting learners who require additional support to be successful learners, confident individuals, responsible citizens and effective contributors.
Teachers who had an input into the development of CIRCLE talked about a number of key areas when considering the concept of an inclusive classroom; these are shown in the interactive diagram in Figure 15 below.
Hover over each segment of the diagram and the numbers 1–4 display the key areas for each heading in the space below.
It is recognised that many of the principles used in an inclusive classroom could be used in any learning environment.
The resource ‘Inclusive Classrooms Development Guide’ will support you to explore this area further and answer the activities in this section. A short summary of the areas covered in the guide is outlined here:
Preparation and planning
The first step to setting up an Inclusive classroom is being organised and prepared for each year/term/week/day/lesson. Preparation and planning includes consideration of all the features of an inclusive classroom.
For further information refer to Page 1 in the download ‘Inclusive Classrooms Development Guide’.
Physical environment
The physical environment refers to the physical layout of the classroom (or alternate teaching space) and the resources used within it.
For further information refer to Page 8 in the download ‘Inclusive Classrooms Development Guide’.
Social environment
The social environment is concerned with the attitudes, expectations and actions of those within the class and how these can affect learners either positively or negatively.
For further information refer to Page 10 in the download ‘Inclusive Classrooms Development Guide’.
Structures and routines
Structures and routines are events that happen in the same way with regularity. The start, middle and end of the routine becomes predictable through repetition.
For further information refer to Page 14 in the download ‘Inclusive Classrooms Development Guide’.
Activity 7: Developing an inclusive classroom
To end this section on developing an inclusive classroom please complete this short activity.
Please note: This activity is a formative quiz question and the mark given is purely for self-assessment. The mark gained in this question does not count towards the final end-of-module quiz.
3.4 The CIRCLE Inclusive Classroom Scale
Activity 8 Using the CIRCLE Inclusive Classroom Scale
An inclusive classroom is dependent on the physical environment (objects and spaces), the social environment (people and how they interact) including structures and routines. All of these impact on the motivation, organisation and participation of learners, either positively supporting learners or acting as a barrier to their participation.
Watch this film ‘The CIRCLE Inclusive Classroom Scale (Secondary)’ in which a lecturer from Queen Margaret University, describes the CIRCLE inclusive classroom scale (CICS) and how to use it (film duration 2.42 minutes) A transcript of this film is available.
The CIRCLE Inclusive Classroom Scale (CICS) provides a rating of how different aspects of the environment impact on learners in the following areas:
The physical environment.
The social environment.
Structures and routines.
Activity 9 Using the CIRCLE Inclusive Classroom Scale
Download the CIRCLE Inclusive Classroom Scale and instructions.
Complete a CIRCLE Inclusive Classroom Scale for your classroom including the final summary page. It might be helpful to confer with any other adults who work regularly in your classroom.
Now, focusing on an area that requires improvement, complete the CIRCLE Inclusive Classroom Scale planning page.
Reflective Task: Using the CIRCLE Inclusive Classroom Scale
In your Reflective Log make notes in answer to three of the following reflective questions:
Following your use of the CIRCLE Inclusive Classroom Scale, how inclusive is your practice?
What steps do you take during the preparation and planning process to ensure that you understand the needs of individual learners in your classes?
Where do you evidence your planning for individual learners?
Which supports and strategies do you currently use to ensure your practice is learner-centred?
Which strategies could you add to support learners to engage more effectively?
Considering learners who already have individual supports or strategies in place, how could you adapt these to make them suitable for the whole class?
Who do you (could you) use as a critical friend/peer support to reflect on your practice?
Optional Reflective Task
The following questions can be used when engaging in professional dialogue during professional learning opportunities and discussions with colleagues.
Consider observing a colleague working with a learner or group of learners whose needs you find challenging:
Does your colleague and learner have a similar experience?
Are there any strategies your colleague uses effectively that you may not have considered before?