The Ghosts in Instruction: Creating Inclusive Classrooms

In a typical classroom, there are teachers, students, instructional aides, parent volunteers, and student interns creating a vibrant learning environment designed to educate a classroom of learners. With 30-32 students found in most mainstream classrooms, the teacher designs instruction in a lesson plan that is intended to reach all students in the learning environment. For students with disabilities, the lesson design has great intentions, but may not address student learning issues or IEP (Individualized Education Plan) modifications. The "ghosts" in instruction and in the classroom are everywhere creating an inequitable learning experience for some and marginalization of other students.

The "ghosts" are everywhere in the teacher's lesson design that creates a marginalizing impact on students with learning deficiencies; in the instructional aides who may have difficulty translating a clearer understanding of the lesson presented to students who are unable to grasp the conceptual knowledge due to learning deficiencies; and to the design of the classroom where students are randomly seated in arrangements that may not be conducive to learning. The "ghosts" could be present in the student's fear of not being able to understand the lesson presented and in their fear of being different from their peers in academic performance and capacity. The "ghosts" are evident in the teacher's inability to differentiate instruction or modify curriculum and assessments for students with learning needs.

The "ghosts" in the American education system have been there for decades and those in today's classrooms are a continued historical lineage of the "ghosts" of the past being active in present educational communities. For students marginalized by educational inequity and lack of access, the "ghosts" are real and translate into academic achievement gaps and learning deficiencies. The "ghosts" further translate into increased drop out rates in high school and decreased employment or higher education opportunities for students surrounded by "ghosts" in the classroom and in their learning outcomes. For teachers, the "ghosts" in instruction are also real for students they may have difficulty reaching in the classroom due to their own lack of professional development in creating modified lesson plans and instruction for students with special needs. In order to address the "ghosts" in instruction and in the classroom, the education system must recognize that they are there and vital participants in a continued marginalization of current and future students with special needs.

The "ghosts" in the classroom can become actualized instructional strategies that teachers can transform into creating inclusive classrooms for students with disabilities. Read on to learn more on how teachers can create effective and meaningful learning environments.

• Read the student's IEP. Teachers can get a summarized copy of the IEP in order to address learning issues and construct effective curriculum and individualize instruction.
• Modify lesson plans. Modification of lesson plans doesn't mean having students participate in parts of the learning objective. Modification means identifying what the student needs and creating lesson plans to address those needs.
• Create room arrangements that include an understanding of what students need as noted in their IEPs and learning needs. If students need to sit closer, then make sure that they are closer to the board.
• Do pre and post assessments. Determine where your students are academically within the subject content area. Use diagnostic data to know your students from day one.
• Have student and parent conferences at least twice a month. Talking with students and parents can provide additional information not contained in the IEP.

Creating inclusive classrooms takes planning and preparation. For teachers dedicated to getting the "ghosts" out of their classrooms, students with special needs will become your best testimony of educational success.