It is general practice that children in an inclusive classroom be with their chronological age-mates. Also, to encourage a sense of belonging, emphasis is placed on the value of friendships. A relationship between a child with special needs and a peer without need is often nurtured by teachers. Another common practice is the assignment of a buddy to accompany a child with special needs at all times (for example in the cafeteria, on the playground, on the bus and so on).
A child with special needs may require transition from a regular classroom to the special needs classroom, and may be shadowed by an educational assistant throughout the day. The curriculum is usually planned by a collaborative team of teachers, parents and paraprofessionals and adapted to fit individual needs.
In principle, several factors can determine the success of inclusive classrooms:
Family-school partnerships Collaboration between general and special educators Well-constructed Individualized Education Program plans Team planning and communication Integrated service delivery Ongoing training and staff development
Teachers use a number of techniques to help build classroom communities:
Games that build community, instead of competitive ones that divide it
Involving children in solving problems
Songs and books that teach community
Openly dealing with individual differences
Assigning classroom jobs that build community
Teaching children to look for ways to help each other
Utilizing physical therapy equipment such as standing frames, so kids who typically use wheelchairs can stand when the other kids are standing and more actively participate in activities.