Supports Planning to Improve Access and Participation in General Education Classrooms for Students With Disabilities

Abstract

This “View From the Field” column is the second in a three-part series dedicated to defining and promoting inclusive practices in educational settings for students with disabilities. In the first column, Rowe and colleagues (2023) described that “inclusive education” goes beyond meeting the legal requirement of placing students with disabilities in the least restrictive environment but, rather, includes a philosophical and collective shift to ensure these students have equal access to universal supports and services in general education classrooms (e.g., effective classroom management practices, peer interactions, general education curriculum). The academic and social benefits of inclusion have been well documented for students with and without disabilities (Gee et al., 2020; Oh-Young & Filler, 2015). In this column, we draw on lessons learned for enhancing inclusion in general education classrooms. Our goal is to provide practical considerations for developing and arranging individualized supports to promote inclusion and sustaining these changes through collaborative teaming and continuous improvement.