Growing Inclusion in Classrooms: A New Era for Students with Disabilities
In classrooms across America, the landscape of education is evolving to become more inclusive. Kellen Hedler, a fourth-grade student with Down syndrome at Frontier Elementary School in Edmond, Oklahoma, exemplifies this shift. He participates alongside his non-disabled peers in more than 80% of his school day, engaging actively in lessons ranging from math to science.
To achieve such integration, teachers like Adam Frederick, Kellen’s homeroom teacher, have had to adapt quickly. Frederick acknowledges the challenges, noting that while his college education focused on general teaching, it lacked comprehensive training on instructing students with disabilities. “They have you differentiate lessons for assignments,” he recalls. “And then, when you’re in it, you feel very underprepared. Because it’s a real situation, you’re dealing with real people. You don’t want to mess it up.”
The trend of inclusion has gained momentum, with federal data indicating a significant rise in students with disabilities spending most of their time in general education settings—from less than a third in 1989 to more than double by 2022. Despite this, many of the largest universities offer limited special education courses for future teachers.
Six out of the ten largest universities require only one special education course for elementary teacher prep programs. However, some institutions, like Texas A&M University and the University of Central Florida, have enhanced other courses to include inclusive teaching practices.
Moreover, dual-licensure programs, which combine general and special education certifications, are becoming more common. These programs aim to prepare educators to teach a diverse range of students effectively. Schools such as Texas A&M, Wichita State University, The Ohio State University, and the University of Northern Iowa are leading the way.
Experience-Based Learning in Teacher Education
The University of Central Florida has restructured its teacher prep program over the past seven years, integrating experience-based learning. Mary Little, a professor at UCF, emphasizes the importance of connecting theory and practice. The program includes classroom internships alongside special education courses, allowing teacher candidates to address real-time questions with faculty support.
Universal Design for Learning (UDL) is a key component of their approach, offering flexible teaching methods to accommodate diverse learners. For example, a first-grade math lesson might use a combination of verbal, tactile, and visual aids to explain concepts.
Andrea Borowczak, director of UCF’s School of Teacher Education, highlights the importance of accessibility for all students and providing accommodations before identifying disabilities.
Unified Degree Programs: A Step Toward Comprehensive Education
At The University of Kansas, a new unified degree program has been introduced, requiring eight additional special education courses compared to traditional degrees. Jennifer Kurth, chair of the Department of Special Education, advocates a philosophy where “all students are general education students.” She believes that teachers trained to address the needs of all learners will be more confident and capable.
While the unified program is gaining traction, it requires educators to choose it over traditional paths. KU assistant professor Lisa Didion encourages students to consider the unified program, promising broader teaching strategies and a significant impact on education.
Benjamin Erickson, a junior in elementary education with disabilities, sees the value of such programs. “Knowing that about kids who are coming into my classroom and learning how to support them is really important,” he says. “But also, when you have an inclusive classroom and you make sure that everybody feels supported and everybody has what they need, everybody is able to succeed.”
