Classroom inclusion

How do you plan to encourage your future students to be inclusive of all their classmates?
1. What is inclusiveness in classroom?
2. Few strategies.

• AZEEZ: Step 1
Brief Overview of Classroom Inclusion.

The true meaning of it is Keeping a classroom as a "safe" area for students to discuss their ideas and thoughts is a must have for encouraging the process of learning.

If a student feels that what they are learning does not pertain to them or makes them feel singled out they may be less likely to absorb information and actively participate. A student should have a feeling that this school is a home just away from home.

He should have a feeling that my classroom is my room just away from my room in my home. He should have the tendency to keep it live, safe and classmates are not peers and they are the God gifted relationships that remains with me forever till my death and continues after my death with my children. Oh! My classmate daughter, son.....How the relationship is respected here is having no words to express. How much belief the parents of these children do have on them and leaving their children single with them even in the absence of elders in the classroom. A cluster of children should have the feeling and freedom to think my classmate father is my father, my mother, my brother..One of serious cause for the depression of a child is, you will not believe, the demise of his classmate.

• Mrs. Jemi Sudhakar UNV:
1. By promoting  a Positive Classroom Climate: Whether our classes are in a physical or virtual space, a positive climate can have a powerful and constructive effect on students' engagement and learning.
2. Using inclusive language on all forms. Stocking library library shelves with diverse books.
3. Develop clear classroom and/or school essential agreements. .
4. Creating a warm  welcoming bulletin board.
5. Grouping students according to something other than gender.
6. Trying a new lesson plan.

Let students identify themselves on the first day of class. Ask them to fill out index cards with their preferred name and pronouns, then be sure to update the class list and share that list when there's a substitute teacher.

7. Avoid using gendered language to address students ("ladies and gentlemen," "boys/girls"). Instead, use words like "scientists," "readers," "athletes," "writers," "artists," "scholars," etc.

When a teacher makes their classroom a safe place where a student isn't bullied for an hour out of the day, "That is so important.

8. Establish essential ground rules for interaction. This will assure that other students are also being inclusive and respectful. In order to generate maximal buy-in into the ground rules, you can involve the students in the process of establishing them. You will still need to enforce the ground rules and correct students for the occasional non-inclusive or disrespectful comment.

• AZEEZ: Important points are:
Health report.
Heritage report.
They should know about it each other.

• Mrs. Jemi Sudhakar UNV:
1. Be mindful of low ability cues.
In their efforts to help students, some instructors inadvertently send mixed messages (e.g., “Sure, I’ll be happy to help you with this, I know girls have trouble with math”). These cues encourage attributions focused on permanent, uncontrollable causes, which diminish students’ self-efficacy. Instead, it is more productive to focus on controllable causes, such as effort.

2 Provide accommodations for students with disabilities. Instructors are required by law to provide reasonable accommodations to students with documented disabilities.

• AZEEZ: Disabled children are taken care by their classmates. Carrying them to the classroom, dropping them to their door end or safe boarding. It is happening in our Indian classrooms. Good children.

• Mrs. Jemi Sudhakar UNV: Don’t ask people to speak for an entire group.
Students of underrepresented identities often report either feeling invisible in class, or sticking out like a sore thumb as the token member. This experience is heightened when they are addressed as spokespeople for their whole group, and can have implications on performance

• Mrs. Jemi Sudhakar UNV: Building Inclusive Classrooms. Inclusive teaching strategies should be adopted  with various teaching approaches that address the needs of students with a variety of backgrounds, learning modalities, and abilities. These strategies contribute to an overall inclusive learning environment in which students feel equally valued.

• Mrs. Jemi Sudhakar UNV:
1. Learn about your students' needs.
2. Get to know each student one-on-one.
3  Make the physical environment accessible.
4. View each student as an individual.
5. Avoid assumptions.
6. Watch your tongue.
7. Guide student behavior.
8. Work with everyone involved.

• Mrs. Jemi Sudhakar UNV: Students with special and exceptional needs are placed in inclusive learning environments more frequently than in the past. For general educators with a limited special education background, this can often be anxiety provoking and stressful. Every teacher wants to provide the best instruction and education for her students.

Mrs. Jemi Sudhakar UNV: One of the most common accommodations for students with special needs is preferential seating. This doesn’t always mean in the front row of the classroom right next to the teacher’s desk. There are many instances where seating a student in the front row can be catastrophic!

• Mrs. Jemi Sudhakar UNV: Find or create a survey for your students to gauge what essential skills they have, and what they need (I use this Learning Skills and Work Habits Student Self-Assessment Checklist from Teachers Pay teachers). How can you incorporate instruction in these skills into your everyday schedule?

• Mrs. Jemi Sudhakar UNV: Engage in Collaborative Planning and Teaching
No classroom is an island, especially an inclusive classroom. Opening up your room to service providers, paraprofessionals, special education teachers, and parents gives you valuable opportunities to participate in collaborative teaching. Collaborative teaching looks differently depending on what school, level, and setting you are working. I am fortunate enough to work in a school where collaborative teaching is encouraged and celebrated. Teachers have common planning times, and professional development time is often set aside for teachers to plan together. This often spans grade levels and subject areas.

• Mrs. Jemi Sudhakar UNV: Some specific behavior management strategies that support effective instruction are:
1. Posting daily schedules
2. Displaying classroom rules and expectations
3. Encouraging peer to peer instruction and leadership
4. Using signals to quiet down, start working, and putting away materials.
5. Giving students folders, labels and containers to organize supplies.
6. Checking in with students while they work
7. Utilizing proactive rather than reactive interventions as needed
8. Speaking to students privately about any concerns
9. Employing specific, targeted positive reinforcement when a student meets a behavioral or academic goal.

• Mrs. Jemi Sudhakar UNV: Communication is key, and collaboration with other educators and professionals has a great benefit to all.

• Dr Jacqueline Mahadik UNV:
1. Promote your students' cooperation and communication skills.
2. Provide customized instructional support for students who need extra help.
Encourage friendships and interactions among kids who don't normally play together.
3. Get to know each student one-on-one. Your classroom may include students who have some disability and students who have none, and specific disabilities may vary among students who face them.
4. To promote an inclusive environment, you'll need to know which needs exist and must be met.

Dr Jacqueline Mahadik UNV: You'll need to use the right tools if you want to meet the needs of students in your classroom. A physical environment that is somehow “off limits” to some of your students will make it impossible for those students to learn or feel welcome.

• Dr Jacqueline Mahadik UNV: one of your students appears to need help with something, ask instead of automatically jumping in to help. Some students may prefer to work through certain difficulties themselves. Others may appreciate your help, but may also want you to help using an approach you may not have thought

• Dr Jacqueline Mahadik UNV: Set ground rules regarding discussion and classroom behavior. When someone violates these rules and behaves inappropriately to another student, point out the violation and issue an appropriate consequence. Follow through consistently regardless of whether or not disabled students are involved and, if so, regardless of which position they find themselves.
• Dr Jacqueline Mahadik UNV: Pay attention to your own biases and preconceptions, then correct those errors as soon as possible. You will serve as a role model to your students, and poor behavior you demonstrate will be taught to them.

• Dr Jacqueline Mahadik UNV: Nip bullying in the bud. Make it clear that students need to respect others' boundaries, praise students for intervening if they see bullying, and take victims seriously if they report being bullied.

• Dr Jacqueline Mahadik UNV:
1. Address Student Needs. ...
2. Create a Sense of Order. ...
3. Greet Students at the Door Every Day. ...
4. Let Students Get to Know You. ...
5. Get to Know Your Students. ...
6. Avoid Rewarding to Control. ...
7. Avoid Judging. ...
8. Employ Class-Building Games and Activities.

• Dr Jacqueline Mahadik UNV: Discuss your students' needs with their guardians. You may have insight to share with them, and they will almost certainly have insight to share with you.

• Dr Jacqueline Mahadik UNV: when teaching a new skill that builds off information or skills that were taught previously, you may need to spend time refreshing your students on those previous skills before introducing the new material. As you introduce the new material, demonstrate how it connects to the information your students already know.

• Dr Jacqueline Mahadik UNV: Depending on the circumstances, this may mean that you'll need to set different standards and parameters for each student in your classroom. Involve all students in an activity or lesson when possible, but consider altering the way that lesson must be completed for students whose disabilities would prevent them from completing it in the same way the rest of the class must. In this way, you can adequately challenge and encourage all students based on their own abilities.

• Dr Jacqueline Mahadik UNV: Observe the results of each activity and lesson. Prepare yourself to make changes on an “as needed” basis. Make sure that you alter activities in ways that make them more effective while preserving the integrity of the overall lesson.

• Dr Jacqueline Mahadik UNV: Consider reducing the number of items each student must learn or complete during an assignment to better match students' abilities.

• Dr Jacqueline Mahadik UNV: some circumstances might be to increase the amount of time students are allowed for a certain learning task or evaluation. You may need to develop an individual schedule for each student based on his or her needs.

• Dr Jacqueline Mahadik UNV: some instances, you may need to change the way you approach instruction and evaluation within the classroom. This, too, should be done only on an “as needed” basis.

• Dr Jacqueline Mahadik UNV: instruction is delivered during lessons. Try different visual aids, auditory aids, and hands-on activities.

• Dr Jacqueline Mahadik UNV: inclusion is a never-ending search to find better ways of responding to student diversity. It is about learning how to live with difference, and, learning how to learn from difference. In this way, differences come to be seen more positively as a stimulus for fostering learning among children and adults.

• Dr Jacqueline Mahadik UNV: Barriers may take different forms, some of which are to do with the way schools are organised, the forms of teaching provided, and the ways in which children’s progress is evaluated.

• Dr Jacqueline Mahadik UNV: Presence’ is concerned with where children are educated, and how reliably and punctually they attend; ‘participation’ relates to the quality of their experiences whilst they are there and, therefore, must incorporate the views of the learners themselves; and ‘achievement’ is about the outcomes of learning across the curriculum.
• Dr Jacqueline Mahadik UNV: This indicates the moral responsibility to ensure that those groups of students that are statistically most at risk are carefully monitored, and that, where necessary, steps are taken to ensure their presence, participation and achievement within the school. At the same time is necessary to be vigilant in watching out for learners who may be overlooked.

• Dr Jacqueline Mahadik UNV: there is always good practice that can be built upon. Therefore, the logical starting point is with an analysis of existing ways of working. This allows effective practices to be identified and shared, while, at the same time, drawing attention to ways of working that may be creating barriers to the participation and learning of some students

• Dr Jacqueline Mahadik UNV: These decisions take account of a range of inter-connected factors, such as the subject to be taught, the age and experience of the class, the environmental conditions of the classroom and the available resources.

Strategies for classroom inclusion.

Dr Jacqueline Mahadik UNV: Use icebreakers. ...
Scale down new skills. ...
Choose activities that address each need. ...
Involve all participants. ...
Modify activities when necessary. ...
Alter the method of instruction. ...
Encourage assistance and cooperation

• Mrs. Archana UNV:
1. Include story telling as a tool.
Encourage creating small communities and committees amongst students in the class.
Give one or two days in a month to role play. Give them a topic to cover and share.
Positive environment- keeping our own bias/stereotypes/judgements at bay.

• Dr Jacqueline Mahadik UNV: Presence’ is concerned with where children are educated, and how reliably and punctually they attend; ‘participation’ relates to the quality of their experiences whilst they are there and, therefore, must incorporate the views of the learners themselves; and ‘achievement’ is about the outcomes of learning across the curriculum.

• Dr Jacqueline Mahadik UNV: This indicates the moral responsibility to ensure that those groups of students that are statistically most at risk are carefully monitored, and that, where necessary, steps are taken to ensure their presence, participation and achievement within the school. At the same time is necessary to be vigilant in watching out for learners who may be overlooked.

• Dr Jacqueline Mahadik UNV: There is always good practice that can be built upon. Therefore, the logical starting point is with an analysis of existing ways of working. This allows effective practices to be identified and shared, while, at the same time, drawing attention to ways of working that may be creating barriers to the participation and learning of some students.

• Mrs. Jemi Sudhakar UNV:
Have a community mindset that’s focused on welcoming all children.

If you are a general educator, work together with the special educator and therapists.

Incorporate them and the skills they are teaching into your lessons, especially when individualizing for students with special needs.

Work with your team to advocate for inclusion. This includes when you meet with specialists at IEP meetings.

Share research and problem solve solutions to make it work.

Get creative about individualization.

Remember, providing individual support to help a student succeed is a big part of making inclusion work!

Seek out training and professional development (for instance, from the Council for Exceptional Development).

Be an inclusion champion! Often, schools don’t practice inclusion because they do things the way it’s always been done. Learn about inclusion and promote its practice.

• Dr Jacqueline Mahadik UNV: These decisions take account of a range of inter-connected factors, such as the subject to be taught, the age and experience of the class, the environmental conditions of the classroom and the available resources.

• Mrs. Jemi Sudhakar UNV: Teaching
Promoting inclusion, reducing stereotype threat, and fostering a growth mindset.

Inclusive teaching and learning refers to modes of teaching and learning that are designed to actively engage, include, and challenge all students. The practice of inclusive teaching can also help instructors broaden and expand their understanding of their own disciplines and of what they hope to accomplish in teaching.

• Dr Jacqueline Mahadik UNV: Start with whole-group instruction and transition to flexible groupings which could be small groups, stations/centers, and paired learning. With regard to the whole group, using technology such as interactive whiteboards is related to high student engagement.

Regarding flexible groupings: for younger students, these are often teacher-led but for older students, they can be student-led with teacher monitoring.

Peer-supported learning can be very effective and engaging and take the form of pair-work, cooperative grouping, peer tutoring, and student-led demonstrations.

• Dr Jacqueline Mahadik UNV: These are methods that are varied and that support many learners’ needs.

They include multiple ways of representing content to students and for students to represent learning back, such as modeling, images, objectives and manipulatives, graphic organizers, oral and written responses, and technology. These can also be adapted as modifications for SWDs where they have large print, use headphones, are allowed to have a peer write their dictated response, draw a picture instead, use calculators, or just have extra time. Think too about the power of project-based and inquiry learning where students individually or collectively.

• Mrs. Jemi Sudhakar UNV: The Teaching Center’s strategies for inclusive teaching and learning are developed in collaboration with the peers

• Mrs. Jemi Sudhakar UNV: Include Diverse Content, Materials, and Ideas
When you are preparing lectures, questions for discussions, scenarios, case studies, assignments, and exams include language, examples, socio-cultural contexts, and images that reflect human diversity. Whenever possible, select topics and materials that reflect contributions and perspectives from groups that have been historically underrepresented in the field.

• AZEEZ Strategy 1

Ice Breakers

What is it? Let's see into it.

One of the most common and effective ways to get a new class engaged with one another is the common "ice breaker".

This strategy is best used in a new classroom setting where students do not know each other, or the teacher that well. 

• AZEEZ: In this method of breaking ice, a student is allowed to give his introduction with his nature, traditional values, family background, habits and talents.

You can give 2 minutes of time.

• AZEEZ: But not his strength and weaknesses please

• AZEEZ: It should not be question and answer session. Self introduction.

• AZEEZ: Importantly not in written form. Very much importance should be given in oral form. It's to avoid stage fear, starting trouble....

• AZEEZ: This role should be given a day before as an example by the teacher concern how it should be.

• Dr Jacqueline Mahadik UNV: Icebreakers have several benefits in the classroom. They can:

Help to create a relaxed environment where students share ideas and participate more fully in the class.
Encourage students to share ownership for the learning environment of the class.
Build rapport among students and foster a productive learning environment.
Prepare students for collaborative group work.

• Dr Jacqueline Mahadik UNV: An icebreaker is a simple activity that enables teachers to get to know their students and students to get to know their teachers and each other. Most of the activities are short, fun, and require little or no organization. Education World is "Icebreaker Central.

• AZEEZ: Ice Breakers are more effective when the instructor gives a clear example before the activity begins of what the expectations and outcomes should look like.

A simple example would look like this:

A teacher randomly pairs students with someone they do not know (when available).

Each student will conduct an interview with their chosen partner and obtain three interesting facts, hobbies, or other pieces of information about him/her.

After the class has finished interviewing, one partner will introduce the other partner and share their interesting facts about that person with the class (and vice versa).

• AZEEZ: Since everyone will have to talk at some, this is a good way to engage and include all classmates, as well as allow other students to learn that they may have some similarities to someone who they initially thought was very different from them.

• Mrs. Jemi Sudhakar UNV: Yes. Creating an inclusive environment through ice breaker will not only help those students with learning differences – it will also support those students that don’t have a learning difference by making them more aware, tolerant and understanding of each other

• AZEEZ: Here other children can also take part in this activity such as finding grammar mistakes, timing.....

• AZEEZ: At the end one can correct the delivery of another one.

• Mrs. Jemi Sudhakar UNV: Yes...Students connect with relevant materials that are relevant to them.
Students feel comfortable in the classroom environment to voice their ideas/questions.

• Dr Jacqueline Mahadik UNV: This is very quick and simple to set up, and it's also a great “getting to know you” activity for a group of students who don't know each other very well. ...

• Dr Jacqueline Mahadik UNV: good way to get students mingling more freely, this activity will require the use of Post-It notes.

• Mrs. Jemi Sudhakar UNV: True..Students are more likely to be successful through activities that support their learning modalities, abilities, and backgrounds.

• Dr Jacqueline Mahadik UNV: This is a great activity for getting students to think quickly, as well as to revise vocabulary across a range of topics.  It’s also very fast and requires no preparation.  All you need is a ball and a topic

• AZEEZ: Strategy 2

Heritage Reports

What is it?

It is a good way to have students engage with one another about their various backgrounds is a heritage report.

A heritage reports allows students to give their take on their understanding of their cultural background.

• Dr Jacqueline Mahadik UNV: addition to getting students to work together in groups, this activity also acts as good revision for important vocabulary.

• AZEEZ: A simple example would look like this:

A teacher assigns a student weekly to give a brief oral report on their background or heritage.

The most common way to conduct this is by talking to and asking their family members about their ancestry (food, cultural practices, holidays, etc).

The report itself should only be a few minutes (3-7) with a sizable amount of time for the other students to ask questions about their report.

• Dr Jacqueline Mahadik UNV: gives young people a chance to voice their concerns and to become involved in the protection of our common cultural and natural heritage. It seeks to encourage and enable tomorrow’s decision-makers to participate in heritage conservation and to respond to the continuing threats facing our World Heritage.

• AZEEZ: This can be a great way for students to openly engage and learn about someone else's background, which can promote understanding and comfort among classmates.

This is especially true if you have a diverse classroom in which there may be several different cultural backgrounds.

• Dr Jacqueline Mahadik UNV: Young people learn about World Heritage sites, about the history and traditions of their own and other cultures, about ecology and the importance of protecting biodiversity. They become aware of the threats facing the sites and learn how the international community as a whole unites to save our common heritage. Most importantly, they discover how they can contribute to heritage conservation and make themselves heard.

• Dr Ruksana UN:
1. One period make them teachers and as a student we teachers should sit in their place.
2. The confidence of the child builts, Stage fear can overcome.
3. Vocabulary can be improved

Give them new words for the topic which will prepare them to browse their knowledge

Allow them analyze their own formulas

• Mrs. Jemi Sudhakar UNV: The heritage report ....the Gathering of  Information About Your Students
Even students with similar learning styles benefit when instruction is tailored to their learning preferences and personal interests. This chapter describes two strategies to help discover these preferences and interests. One strategy focuses on how students use their learning outside school; teachers might use it to complete meaningful and comprehensive assessments so that they can design learning activities and objectives for each student

• Mrs. Jemi Sudhakar UNV: The other strategy helps teachers collect information about students' learning histories, so that one teacher's efforts can begin where other teachers have left off.

• Mrs. Jemi Sudhakar UNV: Activity-Based Assessment (ABA): Figuring Out Who Students Are Teachers typically have a variety of official achievement information about their students. In fact, most schools seem to excel at collecting information about how each student compares to all the other students. Even detailed information may be available about how far a student has progressed through some curricular content or toward a set of standards.

• Dr Ruksana UN: We should never allow them to justiy on any behaviour issues
Never humiliate them in  the class room
Observation of his behaviour should be discussed not argued.

• Mrs. Jemi Sudhakar UNV:
1. Select the activity list that matches your students' age.
2. Make copies of the activity list for all students in your class.
3. Consider giving the list to parents before you meet so they can become familiar with it and review it with their children.
4. Schedule a time (about 1½ hours) to meet with the student, the student's parents, and any siblings who the student or parents think might have useful information or ideas.
5. Make notes on the activity list as the interview proceeds.
6. Keep the interview positive. You're trying to learn about the student's abilities, interests, and preferences so you can make better curricular decisions.

• Dr Ruksana UN: This situational issue makes the child build his anger in the unknown level of his learning
His ability will go in rebelling within

• Mrs Naveed Anjum UNV: Teacher should encourage students to engage in dialogue, both with the teacher and one another.  One very powerful way students come to change or reinforce conception is through social discourse. Having an opportunity to present one's own idea's,  as well as being permitted to hear and reflect on the ideas of others,  is an experience.  The benefit of discourse with others,  particularly with peers, facilitates the meaning making process

• Mrs. Jemi Sudhakar UNV: The other strategy is Activity-Based Assessment (ABA): Figuring Out Who Students Are
Teachers typically have a variety of official achievement information about their students. In fact, most schools seem to excel at collecting information about how each student compares to all the other students. Even detailed information may be available about how far a student has progressed through some curricular content or toward a set of standards.

• AZEEZ: Any other strategy. Please share it here.

• Mrs. Jemi Sudhakar UNV: To help them learn more about students' learning styles, preferences, and intelligences, teachers are also beginning to use inventories. The need to learn more is driven by the fact that teachers cannot always depend exclusively upon the official curriculum to achieve desired schooling outcomes for all their students. They must instead look to the activities and patterns of the lives students are leading as an important curricular source, and then overlap and embed real-life learning goals into the curriculum. The approach of examining students' lives—activities they enjoy or are even passionate about and activities they would like to explore—to inform curriculum and teaching design is called activity-based assessment (ABA). Here we offer a specific strategy for doing activity-based assessment: the Activity-Based Assessment Inventory (the ABA Inventory). The inventory consists of lists of activities that children and youth of different ages typically do. When teachers use the ABA Inventory, they learn what students and their families value about learning and what students might want schools to help them accomplish in their lives.

• Dr Ruksana UN: The behaviour of the is a progressive process

• Dr Jacqueline Mahadik UNV: Activity-based assessment is an evaluation methodology that focuses on curriculum-level program improvement. This approach is designed especially for programs educational curricula to achieve social change goals.

• Mrs. Jemi Sudhakar UNV: We must create The ABA Inventory
The ABA Inventory is created to help teachers of students with significant cognitive or physical disabilities identify those activities their students most needed to learn and were most interested in learning about.

• Mrs. Jemi Sudhakar UNV: The teachers involved in the work that led to this book expanded its use to help them learn more about all their students. Here is what they wanted to learn:

• Mrs. Jemi Sudhakar UNV: Each student's competence to participate in the day-to-day activities typical of their age group.

Which of these day-to-day activities students themselves want to learn more about or perform better.

Which of these activities students' family and friends identify as priorities for learning and participation.

• Mrs. Jemi Sudhakar UNV: Such information can be used to make appropriate enrichment, enhancement, or overlapping decisions about curriculum for each student when needed.

• Dr Jacqueline Mahadik UNV:
1. Think, pair and share.
2. Set a problem or a question around a certain topic, and pair up your students. ...
3. Brainstorming.
4. Interactive brainstorming is mostly performed in group sessions. ...
5. Buzz session.

• Mrs. Jemi Sudhakar UNV: The inventory can help students with differing needs, such as those nearing the end of their schooling or who have reached such a level of frustration with school that a whole new approach is called for. Students approaching graduation might use the ABA Inventory to identify what they still need to learn to make a successful transition to work or college. Other students who benefit include those with significant disabilities and those who have moved often from school to school, rarely experiencing the coherence of an entire year's learning. Teachers may want to use only a part of the assessment because only one part of a student's learning is challenging. For example, students who are shy and socially uncomfortable may benefit from an in-depth analysis of their interests and abilities about recreation and leisure activities.

• Mrs. Jemi Sudhakar UNV: The ABA Inventory has two parts: the ABA Age-Appropriate Activity Lists and the ABA Summary. We discuss each part and suggest ways to use them

• Dr Ruksana UN: Any behaviour in a child is not one act
We cannot  judge the child in a couple of episodes of his behaviour
Once we become judgemental then the process begins in the system of the child

Finally the outcome can been seen after 3-4 years

• Mrs. Jemi Sudhakar UNV:
1. Creative visual learning aids used in inclusive classrooms
2. Visual supports are commonly used in inclusive classrooms. Aids such as traditional and modern visual organisers — whether these are created by a student, teacher, or technology company — can help students significantly outperform peers who did not use these tools. Other visual materials are effective, as well.
A common tradition (especially in preschool classrooms) is making everything colourful as much as possible. 3. Daily schedules, in either pictorial or written form, are often placed in a prominent location to help understand the concept of day and time.
4. To remember concepts, flip charts can be used to help students understand topics and at the same time, push them to retain daily lessons and apply them to their everyday life at home.

• Mrs. Jemi Sudhakar UNV: In addition, modern technology also pushes for more interactive and useful teaching materials. Certain apps help students mathematical diagrams and drawing with sound and creative colours. Finally, in an inclusive classroom, there will be no shortage of labels, symbols, and pictures placed around the room to help students identify learning zones, supplies, materials, and items of interest.

• Mrs. Jemi Sudhakar UNV: Inclusion is defined as the state of being included or being made a part of something. When a book covers many different ideas and subjects, it is an example of the inclusion of many ideas. When multiple people are all invited to be part of a group, this is an example of the inclusion of many different people.

• AZEEZ: All these strategies...

The above mentioned strategies should be used loosely and adjusted for the age and composition of student's in the classroom.

For example, using an ice breaker wouldn't make sense in a class that has been together for several weeks or months.

It is also important to note not to pressure students to share if they feel uncomfortable doing so, instead offer an alternative that will engage them with other students, while allowing them to not feel self-conscious.