Inclusive classes are an organization of the learning process in which all children, regardless of their characteristics, are included in the general education system. They study at their place of residence together with their peers without disabilities in the same general education schools. Inclusive ordinary classes fight discrimination and create welcoming communities. This work should help teachers create inclusive classes that will benefit all students, regardless of their cultural characteristics.
Pass an exam that will allow you to work in the field of education and form inclusive classes
It is not enough to want to be a teacher and understand professional field. Everyone who plans to work in the field of education with children must pass the FTCE exams (Sandra, 2019). It allows you to get better acquainted with building your training program and interacting with students. A positive assessment will allow you to develop your career further and build inclusive classes by all standards.
Determine the minimum standards of student behaviour
A teacher who has prepared a special program and has passed a special CAEP accreditation should indicate to students the acceptable level of acceptable behaviour. At this level, some rules are drawn up by the program approved by CAFE and agreed with the class (Michael, 2020). Such rules should create a sense of security and respect for each student.
Display key information and build communication with all students
This criterion helps all children feel involved in the learning process. A clear display of information about upcoming classes allows students to prepare better, taking into account their cultural characteristics. This interaction corresponds to FEAPs competencies and allows children to use their best qualities (Lindsey & Melissa, 2020). Broadcasting key information helps to repeat past lessons and effectively prepare for the future.
Monitor the overall level of English proficiency of all students in the class
Inclusive classes imply the presence of students with their cultural characteristics, for whom English is not their native language. The teacher should use the ESOL school exams at the beginning and end of the school year to know the basic level of all students and assess their progress at the end of the year (Joye, 2022). The integration of this method into inclusive classes will simplify the teacher’s task of monitoring and awareness of the real level of each student.
Joye, S. (2022). Grammar teaching practices of ESOL school teachers. TESOL Journal, 13(1), 6-11.
Lindsey, P., & Melissa, C. (2020). Leveraging Best Practice in Teacher Residency to Enhance Teacher Preparation. SRATE Journal, 29(2), 1-12.
Michael, H. R. (2020). CAEP accreditation: educational neocolonialism and non-US teacher education programs. Higher Education Policy, 2(1) 1-19.
Sandra, S. (2019). The Roots of Low Achievement: Where to Begin Altering Them. Rowman & Littlefield.