Organize and structure schools flexibly: Schools should be organized in ways that are flexible enough to adapt to the diverse needs of students and the needs of the teachers as well. It is important that the curriculum be flexible enough to provide possibilities for adjustment to individual needs and to stimulate teachers to seek solutions that can be matched with the needs and abilities of each and every pupil, (UNESCO, 2005).
Provide an individualized instructional program for all students:Inclusive schools must make sure that each student is challenged to achieve high standards in ways that fit what they already know, what they can already do, and how they learn best., (Ferguson, 2000).
Promote collaboration between families and the school community: Teachers cannot do everything alone and don’t have all the information on every single child. Parents can provide support and provide the school with valuable information to help their children achieve a more effective learning experience. Parents should be encouraged to be a part of the school community so they can feel a sense of belonging.
Provide adequate support system for students: Schools must provide a good support system for students and be prepared to continually alter this system as the needs of the students change through the years so they can achieve success and feel they genuinely belong in their classrooms and schools, (Bard, 1995).
Hold high expectations for students’ success: Teachers, support staff, and administrators must recognize that every child has unique abilities and talents, so they must be held to high expectations and provided with a challenging curriculum. Special education students must be provided with opportunities and support to access the general education curriculum.
Sources:
Bard, J. 1995: Placement of Special Education Students: Inclusion Policy. Basic Education Circulars. Common Wealth of Pennsylvania, Department of education.
Ferguson, D. 2000: Improving Education: The Promise of inclusive schooling. Education Development Center. http://edc.org/urban/
Ripley, S. 1997: Collaboration between General and Special Education Teachers.
