Organizing the inclusive classroom: how to differentiate structures to achieve more effective practices?

Abstract

An inclusive approach to managing diversity in the classroom is a real challenge for teachers. The main purpose of this study is to explore how inclusive classrooms are organized to develop more effective educational practices. A multiple case study of three Spanish primary classrooms working under the inclusive model is presented. The interviews, classroom practices inventory, scientific observation and document analysis were the tools used for data collection. Data analysis was conducted using the software ATLAS.ti. The results show possible ways to create different teaching structures: managing groups, working modalities, time, space, teaching resources. Practical implications that help materialize the theoretical principles of inclusive education are provided. In conclusion, 1) combining different groups makes it possible to respond to different learning styles and stimulates peer support; 2) time and space flexibility fosters response to diversity; and 3) optimal use of ordinary resources helps articulate an inclusive classroom.