Classroom Management in Inclusive Settings

Author(s): Leslie C. Soodak

Source: Theory Into Practice, Vol. 42, No. 4, Classroom Management in a Diverse Society
(Autumn, 2003), pp. 327-333
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/1477396
Accessed: 01-05-2018 04:33 UTC

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Leslie C. Soodak

Classroom Management in
Inclusive Settings

The inclusion of children with disabilities in gen-
eral education classes provides an opportunity for
teachers to identify classroom management poli-
cies and practices that promote diversity and com-
munity. Community-building management strategies
that facilitate friendships, collaboration, parent
involvement, and address challenging behaviors in
a positive, proactive, and educative manner are
consistent with the goals of inclusive education. In
addition, in order to develop a truly inclusive school however, this year not all students were given the
community, management policies and practices that
are inconsistent with inclusive education-such as
exclusionary discipline policies-need to be addressed were equally able to succeed.
by teachers and administrators.
R9 i YAN, A STUDENT WITH MULTIPLE disabilities,
Tania, a child who has challenges in attention Department of Education, 2001). Ten years ago, less
and behavior, are full-time members of a class of 26
mixed-ability students in a fifth-grade class in Hu-
bert Elementary School. The class is taught full-time
by Ms. James, a general educator, and part-time by
Ms. Olmstead, a special educator assigned to sup-
port the children, including the two students with
disabilities. Before she was assigned an inclusive
class, Ms. James generally taught lessons to the en-
tire class and required, with moderate success, that
Leslie C. Soodak is an associate professor of educa-
tion at Pace University.
all students remain seated and quiet until everyone
had completed their assignments. This year's inclu-
sive class frequently works in small groups so the
students can be more active, involved, and support-
ive of each other. Changes were also made in the
class rules and procedures. For example, because both
teachers felt it was unrealistic and unnecessary to
require students to stay seated, guidelines about
where and for how long students can take breaks
were established. As in previous years, the teachers
expected each student to complete his or her work;
same assignment. Similarly, all students were ex-
pected to comply with the school and classroom rules,
but changes were made to ensure that all students
Inclusive classes, such as the one just de-
scribed, are no longer exceptional. In recent years,
the number of students with learning, behavioral,
and other educational disabilities being taught in
general
and education classes has more than tripled (U.S.
than one third of students with disabilities participat-
ed in general education classes. By 1997-1998, more
than 75% of the 6.5 million students with disabilities
were being educated in classes with their nondis-
abled peers. The move toward inclusive education is
supported by legislation, such as the Individuals with
Disabilities Education Act Amendments (IDEA) of
1997, and research showing the benefits of inclusion
for children with and without disabilities (Baker,
Wang, & Walberg, 1994; Staub & Peck, 1994).

THEORY INTO PRACTICE, Volume 42, Number 4, Autumn 2003

Copyright ? 2003 College of Education, The Ohio State University

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THEORY INTO PRACTICE / Autumn 2003
Classroom Management in a Diverse Society

As the composition of students within class- 1987). What then emerged was a commitment to
es becomes ever more diverse, educational poli- full-time membership in age-appropriate, general
cies and practices need to be made more inclusive.education classes.
The purpose of this article is to identify research- Quality inclusion is not merely determined
based strategies for creating and managing a by di-student placement, but rather is based on creat
verse classroom community. The following three ing an environment that supports and includes a
questions frame the discussion of inclusive class- learners (Villa & Thousand, 2000). An inclusive
room management practices: school community must be supported by policies
and practices at the school and classroom levels.
1. How do teachers create a sense of community
In the scenario described earlier, Ryan, Tania, and
in classes comprised of students who differ in
their abilities and behaviors? the other 10- and 11-year-old children in the neigh-
borhood simply went to school to learn and be
2. How can teachers form a safe and responsive
together. However, specific policies, strategies, and
learning environment for all members of the
supports needed to be in place to ensure that all
classroom community using knowledge from
children felt welcome and that the teachers were
two traditionally discrete fields (i.e., special and
general education)? able to teach their students effectively. These prac-
3. What considerations and accommodations need tices were specifically aimed at promoting mem-
bership, friendships, and collaboration. While these
to be made at the building and district level to
terms are central to inclusive education, they also
ensure there are explicit and fair expectations
for all students? hold important meaning to general educators seek-
ing to create democratic classrooms.
In this article, strategies to enhance the overall
quality of the classroom environment are present- Promoting membership
ed before discussing positive and supportive strat- According to parents and teachers, member-
egies that may be used to address the challenging
ship refers to a child's right to belong and to have
behavior of individual students. This approach,access to the same opportunities and experiences
which is supported by research in both special ed-
as other children of the same age (Kunc, 2002). In
ucation and general education, suggests that school schools that effectively include all students, mem-
discipline issues are minimized when students feel bership is promoted by educating all children in
welcomed, safe, and supported. their neighborhood (i.e., local) schools, assigning
students to classes heterogeneously within those
Creating an Inclusive Community schools, and avoiding policies and practices that
Philosophically and pragmatically, inclusiveexclude students from programs, settings, or events.
education is primarily about belonging, member- One revealing indicator of a school's com-
ship, and acceptance. Historically, the inclusivemitment to inclusion is whether there are condi-
school movement grew out of a parent-initiated tions placed on a child's participation in general
effort that focused on the rights of children with education classes. Classroom community is under-
disabilities to participate with their nondisabled mined when membership is made conditional on
peers (Turnbull & Turnbull, 2001). Parents be- the student's behavioral or academic readiness
lieved, and educators supported the notion, that (Soodak & Erwin, 2000). When students are re-
separating children on any characteristic, such as quired to earn their way into a class or school,
ability or race, inherently leads to an inferior edu-teachers and students are given the message tha
cation for those who are "tracked" out of the main- the child is not a full and rightful member of the
stream. In addition, efforts to allow part-time
class, which is likely to decrease teachers' expec
involvement in targeted subject areas (usually non-
tations for success and their willingness to assume
academic) based on student "readiness" to partici-responsibility for student learning. There is a sub-
pate, as in the case of mainstreaming, resulted stantial
in body of research demonstrating that sort-
less than favorable outcomes (Gartner & Lipsky,
ing, grouping, and categorizing children reduce

328

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 Soodak
Inclusive Classroom Management

support collaboration, including (a) developing and

their status to that of being considered "other peo-
ple's children" (Delpit, 1998; Sailor, 2002). On
adopting a set of rules, responsibilities, and privi-
leges pertaining to collaboration, (b) providing
the other hand, acceptance of student diversity pro-
vides the groundwork for accommodating natural- teachers with designated time for co-planning and
ly occurring learning and behavioral differences
reflection, and (c) offering preservice and inser-
vice training in collaboration.
among students through strategies such as differ-
entiated instruction. Creating community within a school also de-
pends on the policies and practices affecting fami-
Facilitating friendships lies. Although parent participation has long been a
Inclusive school communities focus on so- goal in both general and special education, differ-
cial as well as academic outcomes for children. ences in policies and practices within the two fields
Friendships matter to children, their parents, and attention. Parent participation in general
warrant
teachers because they provide children with the
education has traditionally focused on sharing in-
opportunity to develop important skills andformation
atti- about student achievement and ensuring
tudes and, perhaps most important, they enhance
that parents provide the context and supervision
quality of life for children and their families (Meyer,
needed to complete assignments (Hoover-Dempsey,
Park, Grenot-Scheyer, Schwartz, & Harry, 1998).
Bassler, & Brissie, 1992). Parental involvement in
Based on what we know to be the benefits of hav- the education of children with disabilities, on the
ing friends, and conversely the negative effects other
of hand, is not just considered good practice, it
being socially isolated, many schools actively strive
is mandated by law (IDEA, 1997). Parents of chil-
to foster friendships among children. Some of the dren with disabilities must be given the opportuni-
strategies used to promote friendships includety(a)to collaborate in decision making about the
selecting activities that involve cooperation and
placement, instruction, and related services pro-
collaboration rather than competition, (b) creating
vided to their children.
rituals that involve all members of the class, such An understanding of what parents consider
as class meetings and friendship circles, (c) using
to be effective partnerships may be useful to teach-
children's literature to promote discussions about
ers in negotiating expectations about parent in-
friendship and belonging, and (d) setting up class-
volvement in inclusive settings. Parents interviewed
room rules to encourage respect, such as requiring
by Soodak and Erwin (2000) stressed the impor-
turn-taking or not permitting any child to be left out.
tance of building trust, which developed from in-
teractions characterized by honesty, openness, and
Collaboration
mutual respect. Specifically, parents felt welcomed
Positive interactions among teachers, asbywell
an open-door policy, ongoing opportunities for
as students, contribute to a sense of school and
involvement, and informal and open communica-
classroom community. Inclusive schools seek to tion with professionals. Interestingly, parents said
encourage collaboration among teachers for the they felt less of a need to be present in schools
purposes of planning, teaching, and supporting stu- when relationships were based on trust and respect.
dents. With adequate support, collaborative teach- In sum, membership, friendship, and collab-
ing leads to positive outcomes for learners in oration are key components of an inclusive school
heterogeneously grouped classes (Villa, Thousand,community. Diverse classrooms provide a unique
Nevin, & Malgeri, 1996). Implementing effectiveopportunity to promote a sense of understanding
teaching collaborations, however, is time-consum-and tolerance of others-conditions that are likely
ing and complex. Teachers often express concernto reduce conflict and opportunities for misbehav-
about changes in their roles and responsibilities;ior. However, all teachers, including those who
differences in teaching style and philosophical orien- strive to create a sense of community among di-
tation; and logistical issues, such as scheduling, plan-verse learners, need to be responsive to students
ning time, and resource allocation. Friend and Bursuckwhose behavior impedes their own or others' sense
(2002) offer a number of school-wide strategies toof community (Stainback & Stainback, 1996).

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THEORY INTO PRACTICE / Autumn 2003
Classroom Management in a Diverse Society

Supporting Positive Behavior Use of this problem-solving approach to be-

in All Students havior management usually begins with an analy-
Hubert Elementary School is similar to many sis of the situation through a process called
of today's schools. Therefore, it is not difficult functional
to behavioral assessment. A functional be-
imagine that issues of inappropriate studenthavioralbe- assessment provides an understanding of
the a
havior and aggression would arise. For example, student and the function of his or her behavior

child might speak offensively to an adult, threaten so a plan for altering the environmental conditions
a classmate, or hit another student. What is impor- can be developed (Knostner & Kincaid, 1999).
tant at schools like Hubert Elementary School, and Positive behavior supports were used in the
other inclusive schools, is that interventions used fifth-grade class taught by Ms. James and Ms. Olm-
stead to help Tania find appropriate ways to ex-
to address student behavior reflect the values of
inclusiveness by being equitable and supportivepress
to her anger. Tania was frequently becoming
all learners. The teachers at Hubert Elementaryupset and was occasionally verbally aggressive to
School are mindful of the messages sent by her peers when transitions occurred, particularly
their
responses to challenging behavior. They choose not small groups were formed. The teachers ar-
when
to punish or suspend students-actions theyrangedfeel to meet with the child study team to dis-
cuss possible reasons for her behavior. A functional
demean and exclude children. Instead they use pos-
itive interventions that focus on supporting theassessment
chil- of the behavior led to the hypothesis
dren by making changes in the school environmentthat Tania was feeling frustrated by not knowing
what was going to be required of her during group
(such as changing seating arrangements, schedules,
work and constrained by the tight class schedule.
and patterns of supervision) and teaching students
new or alternate behaviors. The supports that were found to help Tania includ-
ed having the teachers say the directions aloud be-
Positive and supportive behavioral strategies fore students changed seats, having a friend
One promising approach to educating chil- accompany her to her group, and teaching Tania to
dren whose behavior impedes their own learning ask to speak individually with a teacher when she
or the learning of others in a respectful and inclu-
was feeling angry or upset. Also, to help Tania
sive manner is called positive behavioral support.
feel more in control of her day, efforts were made
Positive behavioral supports, which were intro- to offer her reasonable choices whenever possible.
duced into special education in the most recent
revision of IDEA (1997), refer to the use of be- Responding to misbehavior while
havioral interventions and teaching strategiessupport
to planning
achieve important and meaningful behavior change. Because classrooms are dynamic places,
Positive behavioral supports are based on the be-teachers need to respond to situations as they oc-
cur, as well as take the time needed to design and
lief that problem behaviors are context-related and
purposeful, and interventions should reflect implement
an a plan to support change. When stu-
understanding of and respect for the student. Thedents misbehave, particularly when the behavior
disrupts learning or threatens the well-being or safe-
intent is to be preventative, proactive, and educative
(Koegel, Koegel, & Dunlap, 1996). Positive be- ty of others, teachers may need to respond with
havioral supports are an alternative to punishment immediacy to restore order, preserve dignity, and
and other traditional methods of behavior modifi- provide guidance. The goal is to manage the prob-
cation, which do not necessarily teach positive lem be- behavior without losing sight of how the be-
haviors or create a climate of civility. Although havior connects to the individuals' history and the
teachers can and should use traditional methods to context. There are well-supported recommendations
strengthen students' positive behaviors by "catching
to consider when responding to student misbehav-
them being good," behavioral supports proactively ior. First, try to diffuse and redirect behavior. For
modify contexts and teach students to use appropri-example, give choices about what a student may
do to make amends for the misbehavior. The choices
ate behaviors so the stage is set for them to do well.

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 Soodak
Inclusive Classroom Management

should reflect "natural" consequences, such as have

re- become increasingly prevalent in recent years
placing materials taken or redoing work that inhasresponse to growing reports of school violence.
been defaced. Second, avoid punishment, becauseDesigned to send a message that aggressive behavior
although it may serve to reduce the problem be-will not be tolerated, many schools have adopted a
havior for the moment, it usually encourages stu-
tough, clear, and seemingly simple plan: evict stu-
dents who commit specific acts of aggression.
dents to disengage rather than behave differently.
Lastly, if it is deemed necessary to remove a stu- There are two major problems in the use of
dent from the class, do so for a brief time (a few
zero tolerance policies in inclusive schools. First,
moments can seem long to a child) and without these policies may undermine their own purpose
as well as the goals of inclusion by eroding civili-
endangering or humiliating the student or others.
ty within the school and by disenfranchising those
Also, help the student re-enter the classroom without
students most in need of emotional connectedness
experiencing shame, guilt, or anger. For example,
you may privately inform the student of what he(Skiba
or & Peterson, 1999, 2000). Second, zero tol-
erance policies may not apply equally to all stu-
she missed or ask a supportive classmate to help.
These strategies can serve to remind students dents.
of There is a substantial body of evidence
suggesting inequities in the manner students get
established rules and expectations. Recurring be-
haviors need to be understood and systemically suspended or expelled. A recent report by the Civil
Rights Project at Harvard University (June, 2000),
addressed, as with a well-designed positive behav-
ior support plan. provided compelling statistical and anecdotal evi-
dence to support the contention that students of
School-wide use of positive behavioral supportscolor and students with disabilities are at greatest
In the past few years, positive behavioral sup-
risk of expulsion. In particular, students with emo-
ports have been used more often and with consider-tional and behavioral problems have been overrep-
resented in reports of suspensions and expulsions
able success, particularly in the education of students
with disabilities (Braddock, 1999). Recently, there
(Cooley, 1995) and are most likely to be removed
from inclusive settings (Lewis, Chard, & Scott,
has been growing interest in positive behavior sup-
1994). Thus, while some educators are trying to
ports as a school-wide approach for creating positive
and supportive environments (Colvin, Sugai, Good, meet the needs of students with disabilities in typ-
& Lee, 1997; Sailor, 1996). Moving to a school-wide ical settings, the goal of others "may well be the
implementation requires that there be explicit and removal of troublesome students from mainstream
shared expectations that are taught, supported, and educational environments" (Skiba & Peterson,
2000, p. 340).
practiced, and a willingness to use interventions that
are grounded in an understanding of students, behav- Presently, the way inequities in discipline
iors, and contexts. Although school-wide adoptionpolicies
of are handled is through the use of legal
this approach may be beneficial, its use in general safeguards for students with disabilities. Safeguards
are procedures used to protect students from being
education classes requires critical changes in the cul-
ture of schools that have long relied on punishment unfairly punished for behaviors beyond their con-
as the primary, and sometimes only, means to curtailtrol or when the consequences of the behavior were
negative behavior (Gartin & Murdick, 2001). not understood. Legal safeguards included in 1997
revisions to IDEA require schools to make a deter-
Can exclusionary discipline policies mination as to whether a student's disability is re-
work in inclusive schools? lated to his or her misbehavior before deciding
Positive approaches to school disciplinewhat, are if any, consequences will follow. In addi-
consistent with the goals of inclusive education, tion, school personnel must also determine wheth-
but they are far less compatible with existing er school
the student was receiving an appropriate
or district-wide discipline policies that punish and as defined by his or her own individual-
education
exclude children from school. Exclusionary ized disci-
education plan (IEP) at the time the incident
pline policies, known as zero tolerance policies, or behavior occurred.

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THEORY INTO PRACTICE / Autumn 2003
Classroom Management in a Diverse Society

Although mechanisms for preventing inequi- practices are consistent with what is in the best
ties have been set up, these procedures do not nec- interest of all children.
essarily protect students or help them to receive
the services and supports they need to succeed. It References
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