Educational practices and strategies that promote inclusion: Examples from the U.S.

Abstract

In this article, the authors review promising practices and strategies that have been demonstrated to support and promote inclusive education in the U.S. at school, in classrooms, in small groups, and at individual levels. Selected strategies that promote instructional, social, and psychological inclusion (e.g., response to intervention, inclusive service learning, guided reading, and incremental rehearsal) are discussed in detail. Potential adaptions and adoption of these strategies are suggested in order to assist in promoting inclusion within the Czech education system.

Barriers to inclusion: insights of special and general educators from the US and St. Lucia

“…Both developed and developing nations aim to educate students with disabilities in inclusive settings, as they believe that inclusive education is based on the principles of social justice, equity and diversity which removes barriers to learning and enhances quality education for all children (Ainscow, 2020; Gregory, 2018; Mezquita‐Hoyos et al., 2018; Moreno‐Rodriguez et al., 2017; Stepaniuk, 2019). In a developed nation like the United States (US), decades of legislation have been implemented, such as Education for All Handicapped Children Act (1975), Public Law 94‐142 (later called Individuals with Disabilities Improvement Act , 2004) and No Child Left Behind (2001), to help provide an inclusive education (Brock, 2018; Ticha, Abery and Kincade, 2018). In a developing country like St. Lucia, the legislative push for inclusive practices began recently with the St. Lucia Education Act (1999) guaranteeing that students will be educated in the least restrictive environment, and by signing Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD, 2006) on 22 September 2011 (United Nations, n.d.).…”

Estrategias didácticas para desarrollar prácticas inclusivas en docentes de educación básica

“…Es una prioridad la atención a la problemática y al respecto, Molbaek (2018) manifestó que la inclusión tiene una prioridad en las políticas de educación del mundo y los docentes deben realizar prácticas inclusivas e incrementar la atención a la diversidad de los estudiantes y mejorar las condiciones ambientales del aprendizaje. Al mismo tiempo, Tichá & Abery (2018) indicaron que las estrategias y prácticas inclusivas han demostrado apoyo y garantiza la educación en estudiantes inclusivos o de la diversidad.…”

Understanding Inclusion from the Educators’ Viewpoint

“…Courses on inclusion need not only be part of special education teacher preparation programs but be a more integral part of teacher preparation programs for general educators. Higher education faculty should not only teach coursework on inclusion but also model behaviors required in inclusive settings (Ticha et al, 2018). General educators may need more guidance and continuous professional development on providing accommodations and modifications, creating and implementing Individualized Education Programs (IEP), and using inclusive pedagogy.…”