The definition of an inclusion classroom is one which gives special needs students the opportunity to learn alongside their peers in age appropriate, general education classrooms. Each child is supported to learn, contribute, and participate in all aspects of life and education within an inclusion class. The goal is to create and develop schools, classrooms, programs, and activities that will encourage students to learn and participate together.
|Biggest Challenges||Capti’s Solutions|
|Intimidation for any general education teacher||
Collaborate with co-teachers or special education colleagues in Capti via email messaging and by distributing content.
Use Capti as a way to accommodate your students’ specific needs
|Finding and juggling tools or strategies to help fill the existing gap||An inclusion classroom challenge is that there too many tools that provide too little support. Capti is an all-in-one literacy solution that provides students and teachers with a platform for making their curriculum content more accessible.|
|Creating a student-led environment||It is the inclusion classroom teacher’s responsibility to create a student-led environment. Capti’s built-in supports promote independent work despite student disabilities. [Learn more about how Capti helps support student-led instruction | Student-Led Instruction]|
|Differentiating Instruction||Easily individualize content to each student’s needs using Capti’s text-to-speech, visual speech-tracking, keyboard navigation and more. [Learn more about how Capti helps support differentiated instruction | Differentiated Instruction]|
|Finding and Distributing content successfully to the variety of student populations existing within the classroom||It’s simple to use Capti to find and distribute materials to any number of students; just add content from various integrated sources (e.g, Bookshare) to a playlist and share that playlist with your students with a few clicks.|
Learn more about inclusive classrooms:
Susan Deford of the Washington Post gives a brief overview of the growing trend of inclusive learning environments and how they affect disabled children and their non-disabled peers.
Baraka Michael’s case study in a secondary school investigates how visually-impaired students fared when integrated into inclusive classes with their sighted peers.
Toni-Marie Ramos examines the disadvantages that many unsupported teachers face in inclusive classrooms.
D. Konza investigates how inclusive classrooms help to build community, independence, and a sense of confidence in differently-abled students.