Inclusive classrooms: teaching every child in a mixed class

Every class is mixed

In a typical Indian classroom of thirty to fifty students, you will find children who read fluently and children who cannot, children who speak the language of instruction at home and those who do not, children with different home resources, children who are shy, restless or anxious, and some with learning, sight, hearing or movement needs, recognised or not. Inclusion is simply the habit of planning so that as many of these children as possible can take part and learn.

This article offers general, practical ideas. It is not specialist advice. For particular needs, work with your school's counsellor or special educator and the family, and follow the school's and the board's official guidance.

Begin with knowing your students

In the first weeks, learn names, notice who sits alone, who does not speak and who works quickly and then disturbs. Short, friendly conversations and a simple "about me" note from each student tell you more than a test. Speak to parents early, and not only when there is a problem. Ask what helps the child learn, what worries them and what the child enjoys.

Plan with flexibility

• Offer more than one way to show learning: speaking, drawing, a model, a table or writing.
• Give core tasks for everyone and a challenge or extension for those who finish early.
• Break long tasks into short steps, with a checklist that students tick.
• Teach new words before a lesson and put key words on the board with a picture.
• Use real objects, diagrams and demonstrations, not only talk and text.
• Give instructions in short sentences, say them and write them, and check understanding by asking one student to repeat.

Language in the classroom

Many children learn in a language that differs from the one they speak at home. Let them discuss in their home language first, then share in the language of instruction. Pair a fluent student with a student who is still learning. Allow answers with a mixture of languages while building toward the target language. Avoid ridiculing accent or mistakes. Display bilingual word walls for science and maths terms, which helps all students, not only the newcomers.

Seating, space and sound

Small changes help. Seat students who struggle to see or hear near the front, and check whether a child needs glasses or a hearing check. Keep walkways clear for students with movement needs. Reduce clutter on the board. Give restless students a useful job, such as handing out materials, so movement becomes part of the lesson. Group work helps, but mix groups so that the same children are not always together.

Hands-on work for everyone

Practical activities such as projects, models and experiments often engage students who find a textbook difficult. Make sure that every student has a real role: builder, recorder, tester or speaker, and rotate the roles. Use the free project guides, with their diagrams and short numbered steps, as a model of clear, step-by-step instructions that a wide range of students can follow. Offer large-print copies, or read steps aloud, where needed.

Assessment that includes

Assess what matters, using more than one method: observation, oral questions, a short practical task, a portfolio and a written test. Allow reasonable adjustments, such as extra time, a reader, a quiet room or a scribe, where your school and board permit, and follow the official rules on documents and approvals. Give feedback on progress against the student's own earlier work, and not only against the class. See our article on assessing projects fairly for a rubric that rewards process as well as product.

A respectful class culture

Set rules together on the first day: we listen, we help, we do not laugh at mistakes. Model them yourself. Praise effort, kindness and teamwork aloud. Deal with teasing and bullying quickly and privately, and involve the family and the school where needed. Make sure that examples, names and pictures in your lessons reflect many kinds of families, communities, abilities and genders. Encourage all students, boys and girls, to take part in practical and technical activities.

Work with others

You cannot do this alone. Talk to colleagues, the counsellor and the special educator. Share what works. Keep brief notes on the strategies you try and what happens. If you believe a student needs a professional assessment, speak to the family kindly and in specific terms, describe what you see in class and suggest next steps, without labelling the child. Our article for parents on learning difficulties can be shared with families as a gentle starting point. If a child is unsafe or at risk, follow the school's child protection procedures, and remember that Childline 1098 is a national helpline for children needing care and protection.