What is Naming

Given the increasing diversity of students included in general education classrooms in public schools, the field must establish a clearer definition of what successful inclusion entails. This endeavor involves an analysis of best practices for inclusion, taking into account the knowledge and skillset required of teachers in their roles as instructional experts. With limited time and resources, teachers are challenged to maximize opportunities for individualized learning without creating the need for additional teacher-directed instruction. Teachers must therefore enact classroom practices in which students and their peers serve as mediating agents in their own learning. In addition, special and general education teachers must collaborate with one another, as well as with all members of the larger school community, in order to provide students with the least restrictive classroom placement along a continuum of options. All those involved must believe in, and advocate for, successful inclusion practices to support an increasingly diverse and accepting public sector.