Inclusive classrooms are vital for a student to receive beneficial learning.  Students often experience feelings of not belonging in the classroom because of how teachers treat them.  Teachers may do this for various reasons including gender, cultural identities,  etc.  The effect this has on a student is very large and could impact their future.  For example, a female student may not be given the time of day in a math classroom because of the assumption that mathematics is not a female-dominated field.  This will cause these female students to feel as if they are not good enough.  They may not ever perform to their highest level because they were never assured of their academic brilliance in this field.  A student should always feel encouraged and supported by their teacher.  Ways to make sure that this does not happen in a classroom is by always giving students the attention and assistance that they deserve.  If a student has a question, it's important to recognize their confusion and find ways to answer their question without making them feel unintelligent.  I plan to teach in this way in my future classroom by always allowing students to feel comfortable enough to ask a question and always be assured that they will receive a respectful answer no matter their gender, cultural background, etc.     

There are many factors to consider when teaching inclusively in a math classroom.  Some of these factors include:

• language

• speed and pace

• different thinking styles

• expectation of student involvement

• multisensory teaching

These are all factors to consider because students will have different ways that they learn best.  For example, some students may learn best by listening, some may benefit from seeing visuals or incorporating physical activity.  Students may learn at different paces; some may need to see more examples of a concept than another student would need.  Each one of these factors needs to be considered for every student.  This article suggests an inclusive lesson that has 9 elements that include the following:

• High expectations

• Developing relationships and knowing pupils well

• Inclusive learning environment

• Age, interest, and ability appropriate curriculum

• Quality feedback

• Engagement through hands-on approach

• Questioning and modelling for challenge

• Scaffolding learning

• Developing independence

This method would be very helpful because it considers so many factors of the lesson including what the environment should look like, how the lesson should be delivered, and what type of feedback should be distributed after the lesson is completed.  It also includes what type of relationship a teacher should have with their students.  This relationship is necessary because the more a student bonds with their teacher, the more included and motivated they will feel. 

In my classroom, I plan to make connections with my students so that they feel included and motivated.  I also plan to implement each of the aspects above in my teaching to make sure all students' needs are met.  I plan to teach in a "whole class" way as mentioned in the article where all students are able to take part in the lesson at the pace they will do best at, and feel valued as well. 

Students will benefit greatly from this teaching approach because they will develop the skills needed to overcome obstacles they may encounter, enjoy what they are learning, and understand how to proceed with where they are in their understanding.

Recognizing that students have different backgrounds, experiences, traditions, and knowledge will allow a teacher to be able to ensure that all students feel included.  If a student is expected to have had an experience but did not, this will cause a student to feel unwelcome in the classroom.  However, when a teacher recognizes this, they can alter their way of teaching to make sure each student feels included.  They can do this by giving multiple experiences so that each student can relate.  

This article highlights how important it is to address equity and access while teaching mathematics because it will allow the teacher to understand what a student's needs are.  This will allow students to do the best that they can and achieve proficiency in mathematics. 

The article suggests many practices that support access and equity.  Some of these include:

• ensuring access to high-quality mathematics curriculum and instruction

• allowing adequate time for students to learn

"When access and equity have been successfully addressed, student outcomes—including achievement on a range of mathematics assessments, disposition toward mathematics, and persistence in the mathematics pipeline—transcend, and cannot be predicted by students' racial, ethnic, linguistic, gender, and socioeconomic backgrounds."  (NCTM)

In order to close learning gaps, it is important to believe that all students can learn.  With this comes challenging students' learning and knowledge.  All students should be challenged because it can benefit their thinking and allow them to think critically.  It is also important to use innovative technology within lessons to give students an opportunity they may not have had otherwise.  Alongside this is also giving students opportunities for extracurricular activities that support enrichment.  

I would imagine adopting this strategy in my classroom by making sure the lessons I teach are quality lessons that are backed by research and reviewed by coworkers and other professionals. I will collaborate with other teachers to make sure my lessons are meaningful and intentional. I also plan to try my hardest to not rush through any material and make sure enough time is given for students to understand the concepts and review them with examples and in-class activities.   

Engaging students when they enter the classroom initially will form a bond instantly with one's students.  It allows students to feel connected to the teacher because the teacher can share something about themselves and it also invites students to share about themselves.  This will create an environment where students feel comfortable participating in class and asking questions about course concepts which I feel is very important.  I wouldn't want a student to feel uncomfortable asking a question about a topic for fear that they will feel disrespected with my response.  

This article suggests starting the day with multiple types of warmups that link to what they already know to ensure students will feel confident with how the rest of the lesson will go that day.  Some of these include:

• Bait and switch: Start class with common misconceptions about the topics and prove why these are false throughout the lesson that day.

• Rapid review:  This warm-up will ask students to review what they learned in the previous class which will help students remember what is going on in class and feel confident about the rest of the lesson. 

• Cold Opens:  This method uses random topics that students can talk about and engage in discussion with.  This fosters an environment where students can talk with each other and ease into the lesson of the day.

Warmups have multiple benefits that I feel can really help a student's confidence in what they know to increase or even just feel comfortable participating in class.  Warm-ups about course concepts will give students the opportunity to review with a partner what was previously learned so that they don't feel they are jumping into class blindly.  They will have an understanding (even if it's small!) of the topics and feel a little more confident and comfortable in the classroom.  Warm-ups centered around discussion will create an inclusive environment where students can share with the teacher and class, thus feeling more confident when asking/answering questions during class. 

I plan to always start my class with a warmup because of the reasons listed above.  I also feel it's important because it gives the class an idea of what will be learned that day, so they can prepare and ask questions.  They can also talk with peers before giving their attention to the lesson for the rest of the period.  I also plan to engage with my students the minute they enter so that they can see that I care deeply about them and want them to succeed.  

Inclusive education will allow children to receive the same access to learning opportunities, but also access to flexible learning options.  This will give students feelings of belonging in the classroom that they are in regardless of their ability or disability.  

This article stresses a belief called the ABC's of Inclusive Education as shown to the left in the picture.  This belief values all children and their right to an inclusive environment in a classroom.  The article suggests a strategy called UDL (Universal Design Principles) which offers ideas about how each student deserves to learn differently depending on their unique learning style.  UDL has three set principles listed below.

• Engagement, or the “why” of learning, which corresponds to the affective network

• Representation, or the “what” of learning, which corresponds to the recognition network

• Action and Expression, or the “how” of learning, which correspond to the strategic network  

These guidelines correspond to why a lesson is being taught, what is being taught, and how the lesson is being delivered.  Each one of these components can be altered depending a student's abilities or disabilities.  

Another method incorporated into the UDL is using different formats for instruction such as visual examples, orally presented lessons, and lessons by doing activities.  The variety of teaching allows students with disabilities to benefit from all types of lesson formats, but also "offer diversity of instruction to the entire classroom, giving each and every student an opportunity to learn in the way they do best." This gives students opportunities to see how they understand information the best, while also tending to the needs of students with disabilities.   It's important to know the needs of one's students by making sure all IEPs and 504s are known and familiarized with. The accommodations for these students can then be taken into account and given services to aid to their needs. 

In a classroom, a teacher will always experience a class with students with disabilities and no disabilities, and a variety of lesson formats (auditory, visual, and kinesthetic) will allow all students to benefit from the lessons being taught.  In my classroom, I plan to always have different types of lessons presented because of the number of benefits it has.  All students learn differently and should be allowed to learn and present their knowledge in ways they excel in.  Different types of exams could also be helpful because not all students present the knowledge they know best when taking a written exam.  Some may perform better with presentations or projects.  A variety of testing formats and delivering lessons are crucial to a successful and inclusive classroom.