The field of special education has undergone many transformations in the past 30 years. Historically, students with disabilities were underserved by public schools and segregated from general education peers. These inequities disproportionately affected students from culturally and linguistically diverse backgrounds, reinforcing systemic barriers to access and belonging.
Today, many schools are restructuring their programs and moving toward an inclusive classroom model, wherein all educators collaborate to support all learners in shared environments. Contemporary scholarship emphasizes that inclusive education is not only about placement, but about ensuring meaningful participation, belonging, and access for every learner.
Join us as we learn how to make your teaching more inclusive and answer the question, “what is an inclusive classroom?” We will explore several evidence-based strategies and practices for creating an inclusive classroom environment and managing student behavior.
There are many steps you can take to make sure your classroom is welcoming and supportive of all students. Learn from veteran teacher trainers Dr. Lauren Fischbacher, Assistant Professor of Special Education at University of Massachusetts Global as she shares five actionable ways teachers can be more inclusive.
One of the first steps to ensuring your classroom meets the needs of all students is to plan lessons using Universal Design for Learning (UDL). Students have a variety of learning differences and contextual factors, such as neurological differences, that do not align with traditionally designed and resourced classrooms.
UDL reframes learner variability as an asset and designs instruction that proactively removes barriers rather than retrofitting accommodations. Research shows that UDL improves engagement, access, and sense of belonging by offering multiple means of engagement, representation, and expression. Studies also indicate that UDL-based approaches can enhance motivation, academic outcomes, and inclusive participation when implemented with fidelity.
One of the most critical skills for educators is maintaining regulated and responsive interactions when students demonstrate challenging behavior. Teachers play a key role in co-regulation and social-emotional skill development. Students’ behavior often communicates unmet needs, skill gaps, or environmental mismatch.
Emerging research highlights that modeling emotional regulation and explicitly teaching expectations supports inclusive classroom communities and student well-being. Inclusive educators consistently teach behavioral expectations as part of instructional practice, reinforcing that social-emotional learning is integral, not supplemental, to academic learning.
Many educators naturally excel at creating and sharing lesson plans but find classroom management to be more challenging. However, proactive, inclusive approaches reduce disruptions while promoting equity and participation for all students.
Effectively managing these behaviors is a crucial component of nurturing an inclusive classroom environment. Many disruptions can be prevented with proactive strategies that encourage students to self-correct and learn to regulate their emotions. This results in overall less friction, conflict and interruptions during class.
Evidence-based frameworks such as Positive Behavioral Interventions and Supports (PBIS) emphasize:
Research indicates that proactive, evidence-based strategies improve behavioral, social, and academic outcomes for all students, including those with. Additionally, studies of inclusive classrooms show that while teachers often use reinforcement effectively, they benefit from increased focus on explicitly teaching expectations and differentiating supports.
Getting to know your students as unique individuals and building personal relationships is essential. Educators should adopt a strengths-based, culturally responsive approach that values students’ identities, experiences, and perspectives. Showing genuine interest in kids’ lives and giving them positive reinforcement for the things they are doing well makes a difference.
Students receiving special education services will have an IEP that outlines what they need in order to succeed. This typically includes special education instruction, support, and services such as:
Collaboration is critical to ensuring students get the support they need. A socio-ecological approach highlights that student success is shaped by interactions across school, family, and community contexts. Research emphasizes that collaboration across IEP teams improves student outcomes, engagement, and inclusive participation.
Teachers should be actively collaborating with:
Predictable routines and transitions support all learners, especially those who benefit from structure or explicit guidance. This is especially true of some students with disabilities, who may become overwhelmed in unfamiliar places and situations. Transitions are critical instructional moments that can either support or disrupt engagement. Many teachers note students tend to act out when moving between physical spaces — walking from the classroom to the cafeteria, for example — or when switching to a new activity. Research shows that clear routines, visual supports, and flexible transition strategies improve student adaptation and reduce behavioral challenges.
PBIS-aligned practices recommend:
These strategies contribute to smoother transitions and increased engagement across diverse learners.
The most universally known role of a teacher is to educate learners. But this task goes far beyond simply delivering lesson plans and facilitating tests. Educators are responsible for cultivating equitable, inclusive learning environments where all students experience belonging, safety, and empowerment.
Inclusive teaching requires ongoing reflection, collaboration, and commitment to equity-centered practices that support diverse learners’ academic, social, and emotional development. By implementing these strategies, educators can foster classrooms that honor diversity, reduce barriers, and promote success for every learner.
Looking for more information on creating an inclusive classroom environment? Explore our library of online Classroom Management/Behavior professional development courses for educators.
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