Study By Education 360 Identifies Key Practices for Inclusive Classrooms

A recent study conducted by Education 360 has identified key practices for creating inclusive classrooms, where students with diverse abilities can thrive.

The study, published in the International Journal of Inclusive Education, used a scoping review methodology to analyze data from 13 studies on inclusive education and classroom practices.


The research found that effective inclusive teachers should be competent in five areas: instructional practices, organizational practices, social/emotional/behavioral practices, determining progress, and collaboration and teamwork.


In terms of positive behavioral support, the study found that inclusive teachers used tools such as attention for appropriate behavior, functional behavior assessment, and behavior plan implementation.

They also provided equal access to the physical classroom environment by arranging the space in a way that positively impacted academic and behavioral outcomes for all students.


Instructional support was also identified as a key practice, with differentiation observed as a way to actively plan for individual differences among students.


The authors of the study, Simon Finkelstein, Umesh Sharma, and Brett Furlonger, suggest that both pre-service and in-service teachers can use self-reflection to identify areas where they need to have a high degree of competence in order to create inclusive classrooms.


In conclusion, this study highlights the importance of teacher practices in creating inclusive classrooms and suggests that focusing on instructional, organizational, and behavioral supports can positively impact the learning experiences of students with diverse abilities.


Read the research below


Educational Research Series;

Promoting evidence-based practice!!! Putting research at the door step of practitioners!




The inclusive practices of classroom teachers: a scoping review and thematic analysis.




There is a consensus that what teachers do in the classroom directly impacts students’ learning. Currently, however, there is a paucity of data identifying which teaching practices actually support learning within an inclusive classroom, especially data derived from direct observations of teachers. The purpose of this scoping review, therefore, was to determine which teacher practices are related to high-quality inclusion,




What types of high-quality inclusive practices should teachers use in the classroom?




A scoping review methodology was employed to thematically draw & analyse data from 13 studies relating to concepts and definitions of inclusive education as well as observational items relating to inclusive classroom practice.




*An inclusive teacher should essentially be competent in five areas (Instructional Practices; Organisational Practices;Social/Emotional/Behavioural Practices; Determining Progress; Collaboration and Teamwork)


*Inclusive teachers provided positive behavioural support by employing tools such as attention for appropriate behaviour, functional behaviour assessment and behvaiour plan implementation. *Inclusive teachers provided equal access to the physical classroom environment by leveraging classroom arrangement to positively impact learners academic and behavioural outcomes. *Inclusive teachers also provided instructional support through differentiated instruction. Differentiation was observed to promote active planning for learners individual differences.




Pre-service and in-service teachers could use self reflection in identifying areas where they need to have a high degree of competence to ensure learners with diverse abilities flourish in their classrooms.






Simon Finkelstein, Umesh Sharma & Brett Furlonger (2019): The inclusive practices of classroom teachers: a scoping review and thematic analysis, International Journal of Inclusive Education, DOI: 10.1080/13603116.2019.1572232


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