3.+Creating+an+Inclusive+Community

=Building the Community=

In order for inclusion to work each classroom must become its own community, and for a community to be successful individuals must learn to work side-by-side rather than against each other. Building a strong community requires implementing activities in the class and school to open up communication from everyone on a consistent basis. This system must be maintained to avoid conflict and quickly diffuse any conflicts as they arise. Aspects of a community begin with a sense of safety both physically and emotionally. Creating cooperation through communal goals helps eliminate competition and alienation. Scaffold the conflict resolution through open ended questions designed to gain perspective from and for each person involved in the conflict.

An ideal inclusive classroom eliminates competition from the start, laying the ground work for an open and secure environment. Competition in the classroom never produces what the educator hopes it would. As the students on top become ostracized, the students on the bottom fall further behind. This results in suffering both socially and academically. Inclusive classrooms should produce a win-win instead of a loose-loose. Children should be encourage to speak about their differences and be celebrated for them rather than excluded.



__Strategies in Inclusion__
> Chunking work so students rely on each other for success > Using different ways for students to use materials to access specific learning abilities for success, and allowing all students to build on strengths and weaknesses by working in all areas. > Creating an environment that allows all students to work on the same topic while challenging everyone with specific learning techniques. Eliminates competition and envy in the classroom. > Designing work from the start as opposed to re-tooling to include everyone. > One on one instruction between students. Students must be tutor and the learner. > Classrooms with 2 or more designed to work together so that the entire class has access to all teachers. > Teaching curriculum that includes all types personThal backgrounds, altering curriculum as the class progresses and allowing students to input and build on the curriculum as well. > Creating other ways in participating in already established activities, and creating new activities. > Creating a classroom where the norm is asking and needing help. > Pushing for the appropriate resources for inclusion to work
 * 1) Cooperative Learning
 * 1) Multi-level teaching
 * 2) Assigning different tasks in a project with regards to the multi-intelligences of the class
 * 3) Multiple intelligences
 * 1) Differentiated instruction
 * 1) Universal design
 * 1) Peer-teaching
 * 1) Co-teaching
 * 1) Inclusive curriculum
 * 1) Inclusive [|extra-curricular] access
 * 1) Teaching [|social skills]
 * 1) Struggling for [|inclusive curriculum] and pedagogy