Chapter 5: Inclusive Practices in Social Studies Classrooms: Including All Students in All Aspects of Learning

More students with disabilities are accessing instruction in general education settings –including social studies classrooms—than ever before. Though often assumed ubiquitous, inclusion is a relatively recent manifestation. Hampered by reductionist models that justified both segregation and exclusion, it is only within the past decade that students with disabilities have been afforded more structured, sustained and supported instructional opportunities in general education settings. Despite the increase in inclusive opportunities, students with more complex developmental or severe disabilities still are not afforded the same presumption of competence and access to general education classrooms (Agran et al., 2020). In an effort to articulate the importance of inclusion for students with disabilities and the role social studies teachers play in advocating for and advancing inclusion, this chapter will provide a brief historical trajectory of inclusive education in the United States. This will be followed by a discussion about how teacher preparation programs can support inclusive practices in methods coursework for preservice teachers. Lastly, we will provide suggestions for how to implement and sustain inclusive practices using both a school-wide reform model and the social studies classroom as a conduit for change. In doing so, we advocate that the relationship between inclusion and social studies is much more than appropriately accommodating students with disabilities. It is a relationship that embraces diversity, encourages integration and, at its core, advances the overarching democratic practice of civic participation.