Chapter 4: Assessing the Included Classroom: The Included Classroom Characteristics Check Sheet

Inclusion has become widely accepted as a process for providing all students with an education of high quality (Kricke & Neubert, 2017). Predicated on respect for differences among learners (Salend & Garrick Duhaney, 1999), this process is intended to offer individualized, meaningful, and appropriate instruction for all learners in the general education classroom (Downing, 2010). Providing effective instruction in an inclusive environment, however, is a continuous and complex enterprise requiring a curriculum that reflects academic priorities and a community learning environment that facilitates the academic, social, and behavioral success of all students (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2006).