Choosing Inclusion: How the Words We Use Can Build (or Break) Belonging
True inclusion is about creating a learning environment where every student feels they truly belong—academically, socially, and emotionally.
General Education First:
Rethinking How We See Students with IEPs
I cannot tell you how many times I’ve heard a teacher say “Your Student” to me when talking about a student on my caseload. And while I know it’s rarely said with malice, it reflects a mindset that’s long overdue for a change.
There’s one thing about special education that must be remembered:
Students with IEPs are general education students first.
They are not guests in the gen ed classroom. They are not “extra.” They are full members of the general education community- with the right to be supported, included, and empowered right there in that setting.
The Law is Clear: Inclusion is the Default
According to the Individuals with Disabilities Education Act (IDEA), special education isn’t a place. It’s a service. And that service is to be provided in the Least Restrictive Environment (LRE). That means students with disabilities should be educated alongside their nondisabled peers to the maximum extent appropriate.
In plain terms?
The gen ed classroom is Plan A. Removal to a separate setting is only considered when the IEP team determines that, even with supports and services, the student can’t make appropriate progress in gen ed.
This isn’t just about compliance. It’s about what’s best for kids. Research shows that students with disabilities make greater academic and social gains when they’re educated in inclusive environments. And—bonus!—so do their peers without disabilities.
Inclusion isn’t a location; it’s a mindset.
You can have a student physically sitting in your classroom all day long and still not be truly included. Real inclusion goes beyond a desk in the room. It means the student is engaged, supported, valued, and expected to grow right alongside their classmates.
So, what can general education teachers do to make that happen? Here are three concrete, specific actions that move us from proximity to belonging:
1. Know the IEP Like It’s a Teaching Tool… Because It Is
I love creating an IEP “at-a-glance” form for my general education teacher counterparts. I know they can be helpful to have all of the key details in one easy-to-find format. The goals. The accommodations. The specially designed instruction. The service minutes. But if that document is accepted, filed, and forgotten, it’s not doing anyone much good. IEPs are the outline of a student’s education. Read over it. Ask questions if something doesn’t make sense. And when it’s time for a new one? Give your input!
Students with IEPs deserve teachers who are familiar with the individualized supports they need to succeed. Keep a cheat sheet if you need to. Set calendar reminders for progress reporting. Think of the IEP as a blueprint to your student’s success instead of a boundary of a student’s ability.
2. Provide Accommodated Versions of Assignments instead of Alternatives
Accommodations are not optional extras; they’re legally required. If the IEP says the student gets shortened assignments, reduced choices, or graphic organizers, those supports must be provided in the general education classroom.
This might look like:
- Giving a digital copy of a worksheet for text-to-speech access
- Providing sentence stems on written tasks
- Offering multiple means of expression (oral, visual, written)
Accommodations don’t water down the curriculum; they remove barriers so students can access it. But you aren’t expected to know or do all of it yourself! Which leads to point 3…
3. Collaborate Proactively with Special Education Staff
Inclusion works best when we work together. Loop in the special education teacher early when planning new units, assessments, or group projects. Share your lesson plans so accommodations can be embedded. Ask for help modifying materials instead of just pulling a student to the back table.
You don’t have to do it alone, but you do have to be involved. When gen ed and special ed teachers co-own instruction, students benefit. Period.
Inclusion is a Mindset Before It’s a Method
True inclusion starts with believing that every student belongs—no asterisks, no caveats. It means seeing students with IEPs not as someone else’s responsibility but as fully included learners in your classroom. How can you do that? In Blueprint for Inclusion, I delve into all aspects of providing inclusive education- from knowing the laws and terms that shape special education to differentiating and accommodating instruction to ways to alleviate problematic behavior without relying on exclusive practices. You can find it on Amazon at the link here.
Let’s stop saying “your kids” or “my kids.” They’re our kids. And they deserve the best of all of us.
- Rebekah
Looking for ways to differentiate instruction without hours of extra planning?
I get it. You’re a busy teacher with a busy life. You know that true instruction isn’t “one-size-fits-all,” but planning a lesson to meet all the needs of your diverse learners seems daunting and time consuming.
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