Respect for Differences.
In order for a student to feel comfortable in their school environment, they must first feel accepted (Dover, 1994). To develop respect for differences, the teacher must model to the students an attitude of respect for individual differences. In an inclusive class, kids can learn first hand that everyone has different strengths, weaknesses, and needs. According to Voltz, et al. (2001), in order to understand and accept these differences, they should be discussed and studied in class. It is also important for kids to see that not everyone has the same strengths, weaknesses, and needs.
Behavioral Success.
In most instances, disruptions in the classroom occur because expectations are either omitted completely or vaguely discussed (Dover, 1994). Generally in a standard classroom, the students know the standard procedures and act accordingly. Special education students who enter general education are often exposed to an environment where the routines and expectations are clearly stated (Forest and Pearpoint, 2000). Academic and social success behavior expectations should be discussed, written out, and hung on the wall where the students can clearly see them. It is important for the teacher to praise a student who is showing good behavior. The other students will also want to receive the same attention, so they will act accordingly.
Educational Collaboration.
Educational collaboration is important to the success of inclusive classrooms. Collaborative teaching includes a special education staff member in the regular classroom who provides direct support to all the students, not just the special needs students (Inclusion, 2001). Collaboration promotes shared responsibilities among faculty members and supports participation and a sense of belonging of students with disabilities. Educational collaboration may take a variety of forms. Among these are many types of pull-in supports and collaborative problem solving procedures.
