What does inclusion look like in your classroom?

Inclusion in Mme. Goettel’s class takes many forms. Whether it is through physical
items and tools available in the classroom, differentiation and modification, or simply
patience, Allison makes every student feel a part of our community. I saw many different
situations this week that I never thought I would. My notes are littered with diverse
events. From introverted meltdowns to violent outbreaks, this week sure kept me on my
toes.

Some of the most noticeable inclusion techniques in the classroom are physical. The
tent in the corner of our carpet area serves as a safe haven for anyone who needs a
minute by themselves. Inside, students can doodle, play with lego, write in the
frustrations journal, or simply relax and take a breath. This has been an incredible tool. I
have often found myself offering the tent to students who are having a rough go at
things. More times than not, students take me up on the offer. I originally thought about
this tent as a waste. My first impressions of it were that it would be overused, used for
the wrong reasons, or single students out by showing everyone that they were entering.
However, I found that this was not at all true. Students used the tent often, but
purposefully. Whenever someone went in, the class respected their privacy.
Furthermore, I witnessed many students use it, even those I never thought would. The
tent is crucial in our classroom.

There are many other things in the classroom that make students feel wanted,
appreciated, and understood. The weekly tasks allow students to be a leader in many
different ways. They each get to draft pick their weekly task, giving them ownership and
motivation. The students also really enjoy the noise cancelling headphones, the fidget
stools, and the wiggle cushions.

I have been struggling with the ideas of inclusion. I struggle to see how it benefits all
parties involved. I certainly believe that it is essential for most students, but I still believe
that not all students are a fit for regular classrooms. The main reason that I struggle with
it is because of the social aspect. In my opinion, social inclusion is the most important
part of inclusion. However, some exceptional children struggle to be a part of the social
connections in our class. Although Allison and I are constantly encouraging new
friendships, understanding, and mutual respect, students still have a hard time
connecting with certain others.

Allison does do a really good job of being on top of this. For one, she is incredibly
patient. Secondly, Allison speaks openly about emotions and reactions. She
encourages students to look at things from a different perspective, and to accept each
other for their uniqueness. We have had many chats about respect with the class.
Finally, Allison takes the time to interact and take care of each student. She makes the
time for each of them, monitoring their wellbeing at all times. Allison believes that the
classroom culture is more important than the subjects, and from that, I have learned a
lot about what it means to promote inclusion.

-Marcus Golczyk