classroom with a diverse student population, a clear structure becomes even more im-
portant.
·Relationship—Students who feel that their teachers care about them as human beings and
are willing to respond to their needs and concerns will be more willing to cooperate, even
if they do not understand, disagree with, or have difficulty following instructions. Stu-
dents want you to be demanding but must believe you are caring and fair.
·Classroom community—As students develop a sense of relationship with each other and
the teacher, an interest in the topics being explored, confidence that they will be treated
fairly, and the conviction that their ideas will be heard, they develop a commitment to the
success of the class as a whole and all its members. As a group, they want to learn and
they take responsibility for what goes on in their class. They develop the collective men-
tality that “we learn as a TEAM!” A sense of classroom community is essential if inclusive
classrooms are going to be successful.
·Curriculum and instruction—In traditional, tracked classrooms, teachers aim curriculum
and materials at a hypothetical class average. Sometimes difficult material is used to
challenge the more advanced students; sometimes easier material is used to help every-
one keep up, but the goal generally is to target the middle. A different model for inclusive
classrooms is the use of differentiated texts and assignments. Everyone in class studies
and discusses the same topics, but working individually or in either homogenous or het-
erogeneous groups, students use reading material adapted for their current performance
level.
·Assessment—Tests should not be a contest for the highest grades. I use the same rule for
all students. Everyone receives the time and the help they need to demonstrate what
they have learned on exams. Students who need to can take tests in a resource room.
This is discussed further in chapter 8.Co-teaching Suggestions for Classroom and Inclusion Teachers
·Plan together. The classroom teacher, as content specialist, develops initial lessons. The
inclusion teacher designs adapted materials.
·Work together. It is almost impossible to teach a full class lesson while someone else is
moving around the room talking with individual students or collecting material. Neces-
sary individualized teacher–student interactions have to be planned in advance.
·Teach the class together. Take turns teaching the full class or have the inclusion teacher
step in during individual work and group activities.
·Have a study center in a quiet corner where the inclusion teacher can provide extra help
during individual assignments. Every student in the class should have the right to use the
study center. This will enhance classroom community.
·Inclusion teachers can take groups of students to the library or computer center to work
on individual reports and study for tests. Again, every student in the class should have
the right to use this resource.
·Do not put all the inclusion students in the same group. It undermines community and de-
feats the purpose of inclusion. Academically high performing students will benefit from
the opportunity to explain ideas to students who are performing at an academically
lower level. We all learn from teaching.
·People are good at different things. Inclusion students will be group leaders and peer
teachers on some projects.ORGANIZATION 137