1

Inclusion in General Education: Training and Support for Teachers

Shikha Sharma
School of Education, Thompson Rivers University
Kamloops, B.C.

A capstone project submitted to Thompson Rivers University in partial fulfilment of the
requirements of the degree of Master of Education
Presented July 20,2023

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Abstract
My paper is based on my professional experience in India and the United States, as well as my
academic experiences at Thompson Rivers University. This paper argues that general education
teachers will feel more comfortable providing inclusion if they receive the proper training and
adequate support from the administration and colleagues. It is the responsibility of teachers to
ensure that students with specific needs receive quality education, in accordance with Article 24
of the United Nations Convention on the Rights of Persons with disabilities. General education
teachers should consider the importance of inclusion. Current research has shown that general
education teachers feel underprepared to teach inclusive classrooms. Some factors influencing
hesitation among general education teachers to provide inclusion include lack of support,
collaboration, and adequate resources. Pre-service programs and professional development
opportunities provided by administrators must not assume that general education teachers
already know about inclusion. I advocate for pre-service training and professional learning
opportunities for general education teachers to make a successful inclusion program.
Key Words: General Education Teachers, Inclusion, No Child Left Behind, Training, Support,
Strategies for Inclusion

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Table of Contents
Abstract........................................................................................................................................................ 2
Background Information ........................................................................................................................... 5
Problem ..................................................................................................................................................... 6
Claim ......................................................................................................................................................... 7
Statement of Claim ................................................................................................................................... 9
Chapter Two: Literature Review .............................................................................................................. 9
The Significance of Inclusivity and Teachers’ Training ........................................................................... 9
Developing Skills and Knowledge for Teaching Inclusive Classrooms ................................................. 12
Possible Strategies for Promoting Inclusivity ......................................................................................... 15
Collaborative Approach among Teachers .......................................................................................... 15
Student-Level Interactions .................................................................................................................. 17
Social Support Strategies .................................................................................................................... 18
Summary and Gaps in the Literature ...................................................................................................... 20
Chapter Three: Application ..................................................................................................................... 22
Context: Application in School /District-wide Settings .......................................................................... 22
Provision of Right Training for the teachers ...................................................................................... 22
Professional Development and Workshops......................................................................................... 24
Online Course ..................................................................................................................................... 24
Peer Mentoring ................................................................................................................................... 25
Collaborative Planning ....................................................................................................................... 26
Inclusion Teams .................................................................................................................................. 26
Application in Classroom Settings .......................................................................................................... 28
Collaborative Approach among Teachers .......................................................................................... 28
Student-Level Interactions .................................................................................................................. 29
Social Support Strategies .................................................................................................................... 29
Summary ................................................................................................................................................. 30
Chapter Four: Summary and Conclusion .............................................................................................. 31
My Argument .......................................................................................................................................... 32
Summary and Conclusion ....................................................................................................................... 32
Implications............................................................................................................................................. 35

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References .................................................................................................................................................. 37

List of Figures
Figure 1: Increasing Number of Inclusion Based on Classes ....................................................... 10
Figure 2: Countries Enshrine Teacher Training on Inclusion in Laws and Policies .................... 11
Figure 3: Inclusion Percentage by Schools in Miami-Dade County U.S. .................................... 14
List of Tables
Table 1: List of Strategies Proposed to Help Promote Inclusivity................................................ 19
Table 2: Types of Students with Special Needs in Regular and Special Needs Schools.............. 27

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Chapter One: Introduction
Background Information
Teaching experience in India and the United States has given me a broad understanding of
general education. Inclusion was introduced to me when I moved to the United States and began
teaching. Inclusion was not something I knew much about before moving to the United States.
Basic training for this program was not considered by the administrators. No support was
provided by the administrators and I felt overwhelmed. In addition, in my M.Ed. program, I took
courses on Secondary school counseling that helped me understand general education teachers'
roles in assessment and evaluation of students with exceptional needs. For equity, it is important
to have an inclusive education. Inclusion training would be beneficial both to diverse learners
and general educators.
Article 24 of the United Nations (1989) on the Rights of Persons with Disabilities
emphasizes the need and right for a child to receive a quality education among the various
sustainability goals. Inclusive education strives to provide equitable access to education for all,
which is currently lacking. Enhancing equitable access to education is among the key aims of
promoting inclusive education (Ainscow, 2020). General education instructors in particular
require a variety of skills, resources, and support because they interact with children from a
diversity of backgrounds. Prioritization of professionalism, teaching methods and most
importantly the teachers' attitudes are essential for successful teaching outcomes. In this instance,
considering the requirements for inclusion training for general education instructors is crucial
due to the fact that it is deeply rooted in the larger context of educational inclusivity.
The importance of inclusivity in education has been emphasized over time by educators
and other activists, and it has gained widespread support. The major goal is to guarantee that

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everyone has access to high-quality education, regardless of their abilities or background. In this
way, general education teachers make a significant contribution to assuring the inclusion of
students with a variety of requirements, such as those with impairments, in the mainstream
academic environment. Furthermore, general education teachers are critical in offering
instruction to all learners, especially those with learning differences, behavioral challenges, and
disabilities (Ainscow, 2020). While meeting the needs of students with diverse needs is essential
in the modern education environment, many general education teachers need to prepare to offer
quality education to students with diverse challenges. These teachers face many challenges in
this case, especially a lack of support, resources, and limited collaboration. The consequences for
students' social and academic lives are significantly impacted by these teachers' inadequate
preparation to address the unique requirements of their students. According to Juvonen et al.
(2019), teachers who receive adequate support, training, and have a favorable attitude toward
diversity provide the appropriate assistance and high-quality instruction to the students. On the
contrary, educators with inadequate support and knowledge concerning diversity training find it
difficult to meet the needs of learners from diverse backgrounds, leading to poor outcomes.
Exploring all aspects is crucial to provide exceptional students with a high-quality education,
including the need for support, opportunities, challenging experiences, and teaching strategies
that address diversity issues.
Problem
Students across the world experience unique needs in the classroom and academic
setting. There are limited efforts to assist these students in receiving quality education like their
peers, as enshrined in Article 24 of the United Nations Convention on the Rights of Persons with
Disabilities and the U.S. policy of No Child Left Behind. Since teachers are the primary

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implementers of most educational programs, despite various laws relating to inclusivity in
classrooms, teachers still face challenges. It is clear that general education teachers face a variety
of difficulties including lack of support, and inadequate professional and training programs to
ensure they are capable of delivering quality education to students with diverse needs (Ainscow,
2020). As general education teachers, we are underprepared, and we find it challenging to meet
the requirements of learners with exceptional needs. A teacher must be well-versed in dealing
with students with learning differences, behavioral issues, and disabilities.
General educators also struggle to create environments that are favorable to learning for
all the students in an inclusive classroom. Because administrators at schools might not be aware
of the difficulties general education teachers face, inadequate support and required opportunities
for participation leave them feeling alone and unsupported (Ainscow, 2020). It is crucial to
explore how school administrators, and other stakeholders may help these general education
instructors deliver efficient and high-quality instruction while providing inclusion. In this regard,
meeting the various needs of students from various backgrounds necessitates collaboration
among teachers, support from school administrators, ongoing professional development, and preservice teacher training, and administrators must find a way to coordinate the time and resources
for such training. The significance of the teachers' attitudes and beliefs for the inclusion program
cannot be understated.
Claim
This paper examines the need to provide ongoing professional development and
strategies to equip general education teachers to address the difficulties they may encounter
while providing inclusion. In this paper, I will discuss some tips for assisting general educators

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in promoting inclusivity in their teaching environments and what school leaders, administrators,
and colleagues can do to promote an inclusive classroom environment.
The provision of pre-service training, ongoing professional development, collaboration
between colleagues, and support from administration have been shown to enhance general
education teachers' preparedness levels. It is also essential for meeting students' unique needs. In
most cases, general education teachers need more resources, collaboration, and support,
particularly from leaders and administrators, especially concerning inclusiveness (Ainscow,
2020). It is also important for these teachers to be prepared. Otherwise, they will not be able to
effectively meet the diverse needs of their students. Consequently, ongoing professional
development and pre-service training are essential to equip them with the knowledge and skills
they need for an inclusive classroom. With no support, general education teachers may struggle
to assess students' diverse needs.
Inclusion programs will only succeed if general education teachers have supportive
attitudes and beliefs. Only support and assistance will not suffice. As a result of financial
constraints and lack of time, administrators disregard the importance of inclusion training.
According to Chartrand, S. (2019), The budget is likely to increase as more SEN students attend
school, as well as awareness of and support for students with exceptionalities grows. In general
education classrooms, students with exceptionalities are increasing, which requires additional
preparation for teachers. Teachers are expected to perform a wide range of duties, and
administration has high expectations of them. It is also essential that teachers remain up-to-date
on the latest strategies and accommodations that might prove useful in inclusive classrooms.

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Statement of Claim
Providing pre-service training, ongoing professional development, support, and
collaboration from colleagues and administrators enhances the preparedness levels of general
education teachers in meeting the diverse needs of their students.
Chapter Two: Literature Review
This paper claims that for inclusive classrooms to flourish, general education teachers
need to be trained and supported. It is necessary to understand each student's particular needs in
order to establish multiple assessments for SEN students. With this training, general educators
can synthesize and collect information to make informed decisions about students with diverse
needs in educational settings. With no support, general education teachers may struggle to assess
students' diverse needs. Inclusion programs will only succeed if general education teachers have
supportive attitudes and beliefs. Budgeting for inclusive training also poses some challenges.
Inclusion training should also be considered by school districts to enhance the existing skills of
teachers. It will allow them to apply knowledge and cope with different situations in a more
effective manner in an inclusive classroom.
The Significance of Inclusivity and Teachers’ Training
Inclusivity in the learning environment is essential for promoting high-quality education,
especially among people with disabilities. For this reason, several studies have been conducted to
emphasize the need for inclusive teaching and the need for the preparation of teachers to address
the lack of Inclusivity in schools. In one of the studies conducted by the Global Education
Monitoring Report Team and International Task Force on Teachers for Education 2030 (2020),
the authors have cited that inadequate preparedness by the teachers and the knowledge
concerning the teaching methodologies leads to many teaching gaps that should be addressed to

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ensure quality learning. The author goes further to explore the core values that teachers in
various academic environments should have to address issues related to diversity. These issues
include engagement in professional development, valuing the learner's diversity, working with
others, and supporting learners based on their needs and abilities.
While offering these core competencies is essential, many teachers must have these key
competencies and adequate training. In this case, the author suggests the need for teacher training
on inclusion, especially among countries such as Latin America and the Caribbean. Some
countries such as Ireland have increased the level of inclusion classes within the learning
environment to cater for the needs of all students regardless of their background. The graph
below shows the increasing number of inclusions based on classes in Ireland. It is showing that
the number is increasing each year from 2013 to 2019.
Figure 1
Increasing Number of Inclusion Based on Classes (Shevlin & Banks, 2021)

The same study by Global Education Monitoring Report Team and International Task
Force on Teachers for Education 2030 (2020) conducted a study regarding various countries that

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have made efforts to include professional development on inclusion, and this revealed that a few
countries, particularly those from middle and high-income countries have enhanced this process.
For instance, the Global Education Monitoring Report Team and International Task Force on
Teachers for Education 2030 (2020) claimed that 25 percent of the countries and teachers in
secondary schools reported that teaching in multilingual and multicultural settings has been
integrated into teacher training and education. However, the study revealed that several
countries, such as Brazil, Mexico, and Columbia, cite the need for inclusivity training as part of
the teachers' development program.
Figure 2
Countries Enshrine Teacher Training on Inclusion in Laws and Policies (Source: Global
Education Monitoring Report Team and International Task Force on Teachers for Education
2030, 2022)

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Studies concerning the teachers' experiences dealing with students have revealed the key
challenges that bedevil teachers during their teaching process. For instance, the Global Education
Monitoring Report Team and International Task Force on Teachers for Education 2030 (2020)
cite that at least one in five teachers in the Netherlands struggles to deal with learners with PostTraumatic Stress Disorder (PTSD). However, those students are in their academic settings.
According to Global Education Monitoring Report Team and International Task Force on
Teachers for Education (2020), one teacher out of five claimed they had experienced such
students in their teaching environment. The study explains the need for the government to offer
teacher education and development programs in their training and development programs, as
well as their plans, policies, and regulations, to ensure a high level of preparedness for the
teachers.
Developing Skills and Knowledge for Teaching Inclusive Classrooms
Understanding the unique needs of various students is critical in exploring the student's
needs and developing various assessment measures for various stakeholders such as general
education teachers, parents, and other educators interested in the student's progress. McLeskey et
al. (2017) explore the varied needs of students, including the need for motivation, social
regulation, language, memory, and attention, which should be considered during the evaluation
and assessment programs. Ainscow (2020) recommends the development of a learner profile,
which depends on the teachers' skills and knowledge of understanding the need of the students.
For instance, general educators should be equipped with skills and knowledge vital in collecting
information and interpreting patterns of crucial information because it assists in synthesizing
information and collecting data to inform the decision-making process in educational settings.
Based on the IDEA (2004), the evaluation and assessment process should resonate with their

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needs. Teachers should have adequate knowledge of assessing and evaluating students from
diverse backgrounds. Ainscow (2020) notes that a team of stakeholders, including the general
educators, parents, and other key stakeholders, should be convened to assist students in making
the reasonable progress they desire. The author is concerned with the student's progress and the
requirements for ensuring the success and academic achievement of students with diverse needs.
Although some teachers have a significant level of education concerning students with
Individual needs, continuous learning is essential because it offers teachers adequate knowledge
and skills to address the current issues related to exceptional needs and diverse learners in the
contemporary learning environment. Dyer (2019) reveals that most teachers who have received
special needs education are located in special needs schools. However, there is a significant
increase in individualized need students interacting with their non-disabled colleagues in the
typical learning environment. Dyer (2019) further presents the statistics for students with
disabilities spending time in regular classrooms. For instance, he observes that students with
specific needs aged between 6 and 21 spend 80 percent of their time in general education classes,
approximately 63.4 percent (Dyer, 2019). He further reveals that approximately 121,000 teachers
in different countries significantly reduced teaching time while the number of learners with
specific needs has increased immensely. A considerable amount of time was wasted through
class management, which significantly affects the non-disabled and disabled learners. For this
reason, the author claims that general educators should be more equipped with skills and
knowledge, primarily based on special education and Inclusivity, to address the needs of all
learners.
There are variations in the inclusion programs, particularly among various school levels.
Silva et al. (2022) conducted a study and revealed the disproportionate level of inclusions among

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different school levels. The following graph shows inclusion of different levels schools and their
inclusivity between 2017 and 2020 in the U.S specifically in Miami-Dade County.
Figure 3
Inclusion Percentage by Schools in Miami-Dade County U.S. (Silva et al., 2022)

Comprehending the best ways of teaching students with diverse needs is essential in
offering quality education. These wills assist the general teacher in focusing on those
exceptionalities and other students who are not disabled. The author claims that the number of
students aged between 6 and 21 years was approximately seven million between 2017 and 2018;
general education teachers need more training concerning these increased needs (Dyer, 2019). In
most cases, general educators contribute immensely to the learning process of these students. In
this case, the author further explores various amendments based on individuals with disabilities.
Dyer (2019) claims that IDEA requires general education teachers to be involved in formulating

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and implementing the Individualized Education Plan (IEP). Furthermore, the author reveals that
general education teachers had limited scores on inclusivity and teacher preparation programs.
While Inclusivity remains an essential aspect of the modern education environment,
teachers and administrators face many challenges in enhancing inclusive programs in educational
settings. Dyer (2019) offers various features inclusive settings should have, such as procedures
and policies that encourage the design of school communities that focus on students from
different backgrounds. Additionally, the author cites various benefits of inclusivity programs for
students. Some of these include improved post-school adjustments to employment opportunities,
particularly for those who attend vocational education training classes, and improved learner
performance on various evaluation and assessment programs, particularly those within the IDEA.
This is also woven together in legislation such as the No Child Left Behind. Inclusivity ensures
that learners have increased access to the general education curriculum and meet the demands of
the curriculum. Dyer (2019) further explains that such learners can have improved social
relationships and interactions, particularly among peers that are non-disabled. Lastly, these
students can effectively participate in extracurricular activities in the learning environment.
Possible Strategies for Promoting Inclusivity
Despite the many challenges bedeviling general teachers in enhancing Inclusivity to meet
the needs of the diverse students in the classroom settings, general teachers can promote a
combination of various strategies to meet the unique needs of the learners.
Collaborative Approach among Teachers
The study by Dyer (2019) infers that the approach used by teacher training is significant
for providing inclusive teaching in their academic environment. The author further postulates
that collaborative teaching is essential in various learning communities, because it enhances

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instructional improvement strategies and evaluation methods, the implementation of various
methods, and, most importantly, the development of the teachers (Kiel et al., 2020). The author
urges teachers to become instructional leaders involved in their professionalization programs. In
this case, using collaborative approaches and peer mentoring is essential in promoting teacher
training. In a different study by Sanger (2020), claimed that peer mentorship may weave together
programs such as pairing new teachers with experienced ones to allow for personalized and
individualized approaches essential for professional development.
The provision of purposeful teacher collaboration is vital in teaching the required
differentiation skills. A peer mentoring program, an inclusion team, and a professional learning
community can be used in school settings to facilitate collaboration among teachers. For
instance, teachers can learn about various attitudes required for inclusion and ensuring positive
outcomes in their class settings. Sheppard (n.d.) opines that more than a single approach is
needed to meet the diverse needs of students because most learners have unique needs that
demand particular ways of addressing them. For instance, the author claims that students with
similar diagnoses may demand different interventions to address their behavioral and educational
needs. Furthermore, those with complex needs may demand multiple uses of cognitive and
emotional support to enhance their learning program (Zubiri-Esnaola et al., 2020). In this case,
the training and development of teachers is not a static process that should be continual updates,
and this utilization of the collaborative approaches through the available human approaches in
schools can offer the best model for professional development and allow teachers to enhance
inclusionary practices in their classroom settings.
In a study by Sheppard (n.d.), the author observed that many schools need more
professional development budgets because they are grappling with reducing resources used and

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costs of operating schools because of challenging economic times. Professional development
within the schools is supposed to resonate with the school's strategic plans (Kart & Kart, 2021).
Furthermore, expenditures on professional development and training are justifiable of the content
taught aligns with the teacher's needs and inclusivity programs of the school, yet sometimes
teachers are frustrated because they do not find the training sessions meaningful and cannot be
applied in their specific teaching settings.
This method is designed to focus on collaborative opportunities that are readily available
in schools while moving away from off-site, professional development days, and expensive ways
of training teachers and it does not require extra time and training, it can be done collaboratively.
Ainscow (2020) claims collaboration is essential in supporting inclusion because it enhances
instructional experience and capacity. However, the success of this program, depends on the
school leaders who should design programs that support collaboration in schools. Several
teachers are naturally endowed with the skills to collaborate with others. Therefore, the modern
times marred with declining financial support demands teachers and schools to be creative and
focus on using the collaborative opportunities available to enhance student outcomes in schools.
Professional development in schools through collaboration leads to more significant and positive
academic outcomes.
Student-Level Interactions
This is another strategy that can be coined together in student-level interventions, which
perceives instruction as an individualized practice that should be designed to meet the specific
needs of every student in the class. Jordan, et.al. (2009), stated that in order for teaching to be
effective overall and for inclusive practices to be effective, teachers should be able to engage
each student in the classroom and establish a meaningful relationship with them, thereby

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promoting learning at the level of engagement that each student is able to achieve. General
education teachers should apply various strategies to address the learner discrepancy in meeting
the various needs of the students and address the complexity of the skills and knowledge,
especially in middle-level schools. Sheppard (n.d.) identifies various methods, such as
modifications and adaptations that have been perceived as effective in assisting students in
general classes because of enhanced collaboration between special education teachers and
general educators in these schools.
Beyond accommodations and adaptations, another mechanism entails student-directed
learning that can promote student autonomy and enhances skills such as self-monitoring, goal
setting, study planning, and problem-solving. Another aspect entails integrating classroom-level
strategies designed to support learners in middle and high schools. It is focused on critical
aspects such as peer-mediated instruction, cooperation, universal design, and professional
learning (Paseka & Schwab, 2020). For instance, cooperative learning in class settings for
students with and without disabilities can work together through discussion and collaboration in
various groups. This can also improve social interactions among students because cooperative
learning can enhance positive learning outcomes for those with and without exceptional needs.
Social Support Strategies
Apart from student-level interventions, Sheppard (n.d.) claims that social support
strategies can effectively offer instructional support for learners. This method is designed to
promote social interactions among all the learners because it allows the teaching environment to
be conducive (Cook, 2019). Also, there is a need for peer-to-peer support, where teachers
encourage learners to assist each other by pairing them based on their various needs, and this can
assist in completing tasks that could not be done individually (Sánchez et al., 2019). Organizing

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peer-to-peer support strategies can be effective in content classes since it focuses on inclusion
strategies. This also allows for the pairing of the students and further allows for the development
of robust relationships, leading to increased opportunities for the learners to access the required
support. Thus, Sheppard (n.d.) is convinced that peer support programs and a clear vision by the
faculty and administration that embraces high-quality education for all learners and meets their
expectations regardless of their status, condition, or background.
The author also claims that the school must create a cohesive learning community that
values and embraces diversity. Furthermore, collaboration should be promoted among students
and general education teachers because it contributes to developing a universal program that
embraces the unique needs of all students (Stehle & Peters-Burton, 2019). The evaluation
mechanism should be friendly and focus on school connectedness, safety, and academic
achievements (Sheppard, n.d.). School administrators can succeed if they utilize the ongoing
system for change. Most importantly, the school should develop various ways of developing a
technical support system that assists learners in meeting the academic setting's social, behavioral,
and instructional needs. The development of modification and adaptations mechanism for
students in assisting them in the content area and enhancing their adaptation mechanisms is
critical, maximizing their ability to participate in class and school activities. Teachers should
focus on providing individualized instruction methods that address the specific and unique needs
of the students. Furthermore, allowing students to participate in their learning enhances their
learning outcomes.
Table 1
List of Strategies Proposed to Help Promote Inclusivity
Strategy

Inclusivity Content

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Collaborative approach among

•

Educators and teachers working together

•

Student-directed learning

•

Integrating classroom-level strategies to

teachers
Students level interactions

support learners
•

Social interactions between educators and
students

Social support strategies

•

Peer-to-peer support

•

Educators’ continuous development training

Summary and Gaps in the Literature
With increasing rates of learners with diverse needs in the modern learning environment,
teachers and administrators should devise ways of meeting these needs and enhancing successful
outcomes for all students. The literature review has provided the critical milestones concerning
inclusivity programs in the modern learning environment. The review is thematically arranged
and explores the thoughts and researchers of the scholars who have previously researched the
current subject under interrogation. Firstly, the review has explored the significance of
Inclusivity and teachers' training and development essential in promoting high-quality education.
The study explicates the importance of the government offering teacher education in their
training and development programs and promoting the plans, policies, and regulations to ensure
a high level of preparedness for the teachers.
The second theme is concerned with the role of teachers in the assessment of learners.
This section concerns the student's progress and the requirements for ensuring the success and

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academic achievement of students with diverse needs. The third theme pinpoints the importance
of inclusive education for general education teachers. One of the authors offers statistical
information concerning the increase of students with specific needs and exceptionalities in
traditional school settings and notes that most teachers in this environment must prepare to
handle such learners. The authors in this section agree that comprehending the best ways of
teaching students with diverse needs is essential in offering quality education. Furthermore,
addressing the key challenges that bedevil teachers in these environments will allow them to
deliver quality education to all students regardless of the various needs of the learners.
The last section is concerned with the strategies that have been implemented in the past to
promote Inclusivity in schools and allow teachers to design successful inclusion programs. One
of the critical methods entails collaborative approaches, especially among teachers, because it
enhances instructional improvement strategies and evaluation methods, implementation of
various methods, and most importantly, the development of the teachers. Authors in this section
agree that professional development in schools through collaboration leads to more significant
and positive academic outcomes. Another strategy that can be coined together in student-level
interventions, which perceives instruction as an individualized practice, should be designed to
meet the specific needs of every student in the class. Beyond the student-level interventions,
social support strategies can effectively offer instructional support for the learners. This method
is designed to promote social interactions among learners with and without disabilities because it
allows the teaching environment to be conducive. Various strategies are essential in promoting
an effective learning environment in this case.
While the literature has explored the importance of having teacher training and
professional development programs as well as; the role of teachers in the assessment of learners;

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the importance of inclusive education for teachers; and the possible strategies for promoting
Inclusivity, several gaps still exist that should be addressed, mainly through this research. For
instance, many researchers have provided information but must offer the course of action or
strategies to implement the professional or pre-service training. Through this research, various
recommendations and strategies about how leaders can advocate and ensure professional and
pre-service training have been suggested to make successful inclusion programs.
General education teachers will benefit from the training and support they receive in both
the school-wide and classroom settings for providing adequate support to their students.
Furthermore, it will strengthen their existing skills and knowledge about inclusion. Next chapter,
I will explain how these strategies will be applied in both classroom and school settings.
Chapter Three: Application
In the previous chapter I argued that a successful inclusion program requires appropriate
training and support from administration for general education teachers. In order to promote
positive learning outcomes for students’ specific needs, it is essential to look for ways to support
general education teachers. This includes pre-service training and ongoing training for inclusion
and collaboration. Various strategies are required in order to address these issues in this respect.
Context: Application in School /District-wide Settings
Provision of Right Training for the teachers
Among the various applications, providing the required support from the administration
and offering proper training is essential for general education teachers to teach learners
effectively based on their diverse needs. As I have addressed in the literature review, the Global
Education Monitoring Report Team and International Task Force on Teachers for Education
2030 (2020) discussed that the provision of professional development varies widely. This

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support can be based on coaching, training, and offering additional resources to teachers. One
critical support that should be given to general education teachers includes supporting staff,
paraprofessionals, special education teachers, and special education teachers to offer extra
assistance in the classroom.
Collaboration between these key persons and general educators offers them the skills
necessary to adapt to the challenging environment. Dyer (2019), as discussed earlier in literature
review, states that number of students with individual needs are increasing in general classrooms.
These professional development trainings specific to inclusion will help the teachers to
understand the individual needs of their students. From my peers, mentors, and professional
learning communities, I have gained knowledge about individual education plans and strategies
to help students with a variety of learning needs. Other additional resources include assistive
technology that can enable teachers to provide quality services for learners with diverse needs.
Another vital aspect is offering training, whereby teachers should be granted ongoing
professional development that assists them in developing knowledge and skills. Some training
includes addressing behavior challenges, utilizing assistive technology, and differentiating
instruction. In the literature review, I have mentioned the third form of support that should be
given to the teachers entails coaching by assisting them in identifying and addressing the specific
challenges they face in the classroom (Kiel et al., 2020). In this case, teachers can offer feedback
concerning effective classroom methodologies, mainly when teaching students with diverse
needs. Furthermore, coaching and mentorship are essential in offering encouragement and
emotional assistance, especially for educators who are unmotivated due to challenging classroom
environments.

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Professional Development and Workshops
School administrators should focus on investing in professional development by
preparing workshops where guest speakers can share various skills, knowledge, and experiences
regarding Inclusivity in teaching. These workshops should be conducted during the school year
in the summer and should be attended by special education and general education teachers. Such
communities can thrive through teachers' facilitation by the teachers themselves because they
offer development opportunities themselves.
Online Course
Another critical application in the school-wide context is the provision of webinars and
online courses, which should be based on flexible approaches that allow teachers to access
various options, time, and resources, such as attending. Several schools require additional funds
to conduct professional development trainings, as stated in the literature review by Sheppard
(n.d.). As well as being cost-effective, online courses are vital for providing courses on inclusive
teaching practices. The importance of webinars and online courses must be considered because
they are designed to meet teachers' unique needs and interests. Online courses and webinars can
specifically tailor different subjects of expertise, incredibly advanced, intermediate, and beginner
levels, into individual aspects. As stated by Hall (2012), UDL allows general education to
become more flexible to meet the interests and needs of all students. In theory as well as in
practice, we can improve learning opportunities for all learners by embracing UDL. While online
webinars and courses are essential resources for teachers, they only offer opportunities for the
teachers to coordinate and form various communities from different backgrounds and locations.
It becomes easy to share resources, experiences, and ideas with one another to enhance their

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skills, promote their professional development, and further the development of meaningful
networks.
Whereas webinars and online courses are essential for teachers, ensuring their credibility
and quality is pivotal. This should be done through validation by acknowledged institutions and
accredited institutions. Instructional coaches and experienced inclusion teachers work with
teachers in small groups and one-on-one programs to offer helpful feedback on lesson planning
and teaching strategies essential for students with diverse needs.
Peer Mentoring
Based on my literature review, I have mentioned that a collaborative approach to teaching
enhances a teacher's professional growth, just as peer mentoring enhances teacher professional
growth as well. Teachers view peer mentoring as an essential ongoing support because it allows
experienced teachers to provide mentorship for their colleagues on inclusion (Sanger, 2020). The
program is regarded as an effective way to offer guidance and support to new teachers who are
overwhelmed with their new duties and sometimes have difficulty implementing inclusive
practices in classrooms, and educational administrators should encourage it. Experienced
teachers are mandated to offer support and guidance and ensure that the new teacher
comprehends various aspects of the teaching practices. Further, there is a development of a sense
of community among them.
The new teachers should comprehend the inclusive practices offered within the school,
which leads to a more inclusive culture within the school. Implementing peer mentoring
programs demands the creation of formal mentorship programs where new teachers are given
opportunities to work with experienced teachers who comprehend various aspects concerning
Inclusivity. This program assumes that many new teachers need help with inclusivity aspects or

26

those who would wish to develop their practices continually. As such, it creates a culture of
continuous growth and learning process that is vital for all the teachers, thus, leading to
improved school outcomes.
Collaborative Planning
Collaborative planning is essential in ensuring that the needs of all the learners are wellmet in the classroom setting. A collaborative effort is undertaken to design and plan a lesson
based on inclusiveness and accessible quality education for all learners, including those with
disabilities. In this case, special education teachers and inclusion specialists are employed with
the school to offer valuable insights and methodologies concerning creating an inclusive
environment (Zubiri-Esnaola et al., 2020). In collaborative planning sessions, teachers can
discuss different mechanisms, modifications, adaptations, practices, accommodations, and
teaching practices required to ensure that all the students have been effectively supported. As
discussed in my literature review, this also identifies potential barriers that prevent learners and
should be addressed to ensure an inclusive learning environment benefits all learners.
Inclusion Teams
Forming inclusion teams within the school is an important way of promoting inclusive
practices in schools. This can assist in bringing diversity among stakeholders because people
with different expertise and perspectives come together to work for a common purpose and
towards meeting a common goal. As mentioned in the literature review, the teams should
identify various learning setting barriers and offer recommendations, guidance, support, and
strategies concerning the best inclusion practices in the school and class settings (Zubiri-Esnaola
et al., 2020). Inclusion teams are also responsible for monitoring the progress and program for
the inclusion efforts and identifying the critical areas of improvement to make necessary

27

adjustments. As such, the team should be responsible for conducting regular meetings on
progress issues and evaluating various outcomes, including inclusion strategies effectiveness and
students' outcomes, for providing the necessary feedback that should be acted upon. The table
below shows types of students with special needs in regular and special needs schools.
Table 2
Types of Students with Special Needs in Regular and Special Needs Schools (Vyrastekova, 2021)

Inclusion teams are also responsible for facilities collaboration and communication
between general education teachers, administrators, and support staff. This can contribute to
developing a culture of inclusion in the school community where every individual's perspective
is considered. For this reason, creating a supportive and welcoming environment is essential for
students from diverse backgrounds (Zubiri-Esnaola et al., 2020). The administrators and schools
should promote the formation of teams because they effectively promote inclusive practices in
schools and ensure that every learner is granted the opportunity of succeeding in school settings.
The support of the leaders and administrators contributes immensely to ensuring that
teachers have the right skills, resources, and knowledge to teach learners with diverse needs.

28

Providing the necessary resources, coaching, mentorship, inclusion teams, and collaboration
planning is a panacea for providing quality education for students with diverse needs.
Application in Classroom Settings
Beyond the school-wide strategies for promoting Inclusivity, school administrators,
teachers, and other stakeholders can also focus on classroom settings by offering strategies and
methodologies that promote an inclusive learning environment.
Collaborative Approach among Teachers
According to the findings of the literature review, collaborative approach among teachers
is essential. Collaborative approaches among teachers can be applied in various ways, as follows.
Team teaching weaves together two or more teachers that work together when teaching a single
lesson or course unit. This approach aims to promote engagement among educators, which has
been perceived as effective in enhancing learning mechanisms. Another method entails the
promotion of professional learning communities, which is critical among teachers because it
promotes the discussion of the teaching strategies, reviewing of data, and the sharing of new
ideas to enhance the learning outcomes of all students regardless of their conditions (ZubiriEsnaola et al., 2020). The third method is co-teaching, which has also been perceived as an
essential strategy that allows teachers from different departments in the same school to
collaborate in evaluating, delivering, and planning instruction methodologies for students from
diverse backgrounds. Most importantly, teachers are granted the opportunity to share experiences
and expertise. The fourth is peer collaboration and offering feedback, which are standard
methods that promote effective outcomes and enhance teaching practices. One of the critical
aspects concerning this teaching mechanism is the provision of feedback and allowing the
teachers to engage in professional growth and development. Teachers, in this case, can work on

29

critical weaknesses collaboratively. Collaboration is essential because it responds to the needs of
learners from diverse backgrounds, leading to the designing of differentiated instruction in
inclusive settings.
The collaborative approach among general education teachers has been highly perceived
as effective in teaching learners with diverse needs, enhancing knowledge sharing, experiences,
and skills, and facilitating the development of efficient teaching methodologies.
Student-Level Interactions
As observed in the literature review, many scholars advocate for student-level
interactions, which can be utilized in various ways to support the inclusion program outcomes. It
is essential for differentiating the instruction methodologies based on the student approaches.
Discussion of the diverse needs of the students is essential in comprehending their weaknesses,
allowing them to develop individualized teaching programs to assist students with
exceptionalities. Interaction among teachers is the primary factor influencing the inclusivity
program in schools and meeting the diverse needs of the students as stated in literature review by
Jordan et.al (2009).
Social Support Strategies
The literature review reveals that social support strategies are essential to creating a
supportive environment in classrooms. Some of the social support strategies entail the following.
Teacher-student support, which entails building positive relationships between learners and
teachers, is essential. Teachers should demonstrate emotional support based on active listening
and empathy. Another way is through family involvement, where teachers engage the parents
and guardians in the learning process of the students by seeking input based on learners'
Individualized Education Plan (IEP), participating in parent-teacher conferences, and offering

30

regular updates concerning the student's performance and progress in school (Sánchez et al.,
2019). Notably, offering classroom routines, whereby general education teachers can design
routines that support learners with different needs, such as providing extra time, clear
instructions, and visual aids to promote understanding of complex tasks.
Also, the promotion of assistive technology has been perceived by scholars as an
important way of meeting the various needs of students, especially the use of communication
devices, recognition software, and text-to-speech software (Sánchez et al., 2019). Implementing
social support strategies is essential in creating an inclusive and supportive learning environment
for the teachers and in promoting an academic setting that allows all learners to succeed
regardless of their diverse needs.
Summary
Exploring various strategies and methodologies for promoting support, inclusion,
offering pre-service training, and collaboration is essential to ensuring positive learning
outcomes. These strategies can be applied in school or classroom contexts. One way entails the
support the administration and school leaders give. The provision of support varies immensely
and can be based on coaching, training, and offering additional resources to teachers. Another
way includes investing in professional development by preparing workshops where guest
speakers can share various skills, knowledge, and experiences regarding inclusivity in teaching.
Another critical application in the school-wide context is the provision of webinars and online
courses, which should be based on flexible approaches that allow teachers to access various
options, time, and resources, such as attending. Educational administrators can also use peer
mentoring since it is perceived as an effective way of offering guidance and support to new

31

teachers who become overwhelmed with their new responsibilities and sometimes experience
challenges implementing inclusive classroom practices.
Apart from school-wide programs, classrooms can also be used, especially collaborative
approaches, team teaching, professional learning communities, co-teaching, peer collaboration,
student-level interactions, and social support strategies. One of the ways includes using
collaborative approaches; promoting professional learning communities; co-teaching that allows
teachers from different departments in the same school to teach together collaboratively in
evaluating, delivering, and planning; and peer collaboration and offering of feedback is essential
to promoting effectiveness. Also, student-level interaction has been perceived as essential,
whereby the small group instruction method is applied. The teachers can design small groups of
learners to teach on individualized terms. Secondly, the teachers can discuss classroom-level
meetings, where they hold meetings among themselves to discuss the progress of various
students. As Mngo & Mngo (2018) stated that there is no doubt that the success of inclusion
depends on general education teachers' knowledge and instructional skills, and especially on
their attitudes and beliefs regarding inclusion. Moreover, social support strategies such as
teacher-student support, peer-to-peer support, family involvement, offering classroom routines,
and the promotion of assistive technology have been perceived by scholars as an important way
of meeting the various needs of the students.
Chapter Four: Summary and Conclusion
This chapter will summarize three preceding chapters, and it will explain how the
chapters relate to one another. As a summary, I will discuss how training and support for
educators can help to improve inclusion programs and benefit both students and teachers. The

32

implications of supporting and training general education teachers in school wide settings as well
as in classrooms will also be discussed.
My Argument
In this paper I argued that Training and supporting general education teachers are
essential to creating inclusive classrooms. Exploring a student's requirements and establishing
multiple assessments require a thorough understanding of each student's particular needs.
Teachers should have adequate knowledge of assessing and evaluating students from diverse
backgrounds. For Example, Teachers should be able to collect information and interpret patterns
by possessing essential skills and knowledge. As a result of these training, general educators are
better equipped to synthesize and collect information to make informed decisions in educational
settings for students with diverse needs. In general education, teachers may experience
challenges when assessing students' diverse needs without additional support. It is also important
that general education teachers' attitudes and beliefs are supportive of the inclusion program;
only assistance and support will not make it successful.
Summary and Conclusion
The increase in the number of students with exceptionalities has been reported in many
countries, particularly the U.S. Despite the increase in these numbers, limited efforts have been
made to assist these students in receiving quality education like others, just as enshrined in
Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the
U.S. policy of No Child Left Behind. One of the critical challenges is inadequate preparation of
the general education teachers who meet these students daily, yet some need help to offer quality
education and ensure effective outcomes.

33

The paper was divided into key sections, including the introduction, literature review, and
application. In the introduction, I presented the background information, the problem, the issue,
the reasons for this study, and the research question. The paper was thematically arranged in the
literature based on various themes, as follows. Firstly, the review has explored the significance
of Inclusivity and teachers' training and development essential in promoting high-quality
education. This section was concerned with explaining the significance of the government
offering teacher education in their training and development programs and promoting the plans,
policies, and regulations because it is critical in promoting the teachers' level of preparedness.
The second theme has explored teachers' role in assessing learners. The student's achievement
level depends on the teachers' perceptions and preparedness levels. The third theme of the
literature review explores the need for inclusive education for general education teachers.
Various offer empirical information concerning the increase of students with individual needs
and exceptionalities in traditional school settings and note that most teachers in this environment
need to prepare to handle such learners.
In the literature review I presented evidence that general educators must understand how
to teach learners with exceptionalities in order to provide quality instruction. It is also important
to address the problems that teachers face and identify the panaceas in the learning environment
so that teachers can deliver quality education to all students no matter what their needs may be. I
explored the strategies that have been implemented in the past to promote Inclusivity in schools
and allow teachers to design successful inclusion programs. Some of these strategies entail
collaborative approaches, especially among teachers, because it enhances instructional
improvement strategies and evaluation methods, implementation of various methods, and most
importantly, the development of the teachers. Various scholars have claimed that enhancing

34

professional development in school settings can lead to positive learning outcomes. Student-level
interventions, social support strategies are effective in providing instructional support for the
learners. It allows social interactions among students with and without disabilities because it
makes the classroom friendly.
The application is divided into two main sections based on school-wide and classroom
strategies. In the first context, strategies that has been mentioned entails the provision of support
and training by the administration. Coaching, training, collaboration and additional resources can
provide these supports and training to teachers. In addition, webinars and online courses should
be designed to be flexible, so teachers can access them in a way that is convenient for them. In
the second section on the application, I explored the various strategies and methodologies for
promoting support, inclusion, offering pre-service training, and collaboration as critical in
promoting positive learning outcomes in class settings. Furthermore, I have explained how social
support strategies and interactions at the student level are implemented and will be beneficial for
differentiating instructions.
One of the implications about this paper is that beyond the school-wide settings,
classroom strategies can also provide opportunities for teachers to improve and provide a quality
learning environment to the students. A collaborative approach includes team teaching, coteaching, and peer collaboration. In addition to promoting professional learning communities,
teachers are encouraged to discuss teaching strategies, examine data, and share new ideas to
enhance learning outcomes for all students. Peer mentoring is considered essential since it offers
guidance and support to new teachers who may not have encountered specific challenges related
to inclusive teaching.

35

In the student-level interactions, teachers can establish small groups of learners to
provide instructions to them. Teachers can hold classroom level meetings among themselves to
discuss the progress of various students. Individual students can be discussed. Lastly, social
support strategies such as teacher-student support, peer-to-peer support, family involvement,
offering classroom routines, and the promotion of assistive technology have been perceived by
scholars as an important way of meeting the various needs of the students.
Implications
Accordingly, this paper has important implications for policy makers, educational
researchers, and school administrators when it comes to how inclusion training can prepare
general education teachers to teach in inclusive classrooms. In order to ensure positive learning
outcomes, it is imperative to explore a variety of strategies and methods for encouraging support,
inclusion, preservice training, and collaboration. Several of these strategies can be applied to the
classroom or to the school environment. One way is through the support provided by the
administration and school leaders. The types of support provided to teachers differ greatly and
include coaching, training, and the provision of additional resources.
The aim of this paper is to demonstrate the benefit of inclusion training for general
education teachers. It is possible to improve the inclusion program by implementing various
accommodations and modifications. Professional development can also be achieved through the
preparation of workshops where guest speakers can share their knowledge, skills, and
experiences regarding inclusive teaching. In the school-wide context, the provision of webinars
and online courses is also crucial. These should be provided in a flexible way that allows
teachers to access a variety of options, time, and resources. The use of peer mentoring is also
perceived as an effective method for providing guidance and support to new teachers who may

36

be overwhelmed with their new responsibilities and may experience difficulties in implementing
inclusive classroom practices.
Students with exceptionalities deserve quality education and teachers should ensure their
needs are addressed according to Article 24 of the United Nations Convention on the Rights of
Persons with Disabilities. In order to provide quality education to all learners, there are still some
challenges. We can make inclusion programs beneficial for the specific needs students if we can
overcome these challenges. Teachers in general education can benefit from these trainings and
strategies while providing inclusion for their students.

37

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