There is a growing recognition that students arrive in school with a range of abilities, languages, experiences and needs. This gap can widen or narrow over time, revealing evidence of disabilities, family issues or extraordinary abilities. An inclusive learning environment acknowledges these differences not as challenges to overcome but as an inherent part of the student experience that can be incorporated into the classroom.
Rather than tailoring their teaching to an idea of what the “average student” looks like, educators are designing curriculum and instruction that supports every type of learner. This shift in mindset has prompted greater interest in inclusive teaching models, and programs like the online Master of Arts in Education (MAEd) in Curriculum and Instruction (C&I) with a concentration in Inclusive Learning Environments at Avila University help educators build the tools and perspective needed to meet this moment.
What Does an Inclusive Classroom Look Like?
Inclusive education emerged in response to special education models that historically segregated students based on ability. Today, inclusive classrooms strive to meet the needs of all students, regardless of background, disability status, language or socioeconomic circumstances.
In inclusive classrooms, diversity is, as Mentimeter explains, “not only acknowledged but celebrated.” It can feature multilingual materials, culturally responsive lessons and multiple options for how students access and engage with content. The authors note that “schools that embrace inclusivity witness a more positive climate, characterized by reduced bullying and discrimination, promoting a culture of acceptance and respect that mirrors the ideals of the wider society.”
Creating an inclusive classroom calls for teaching that integrates flexibility and accessibility into the foundation of every lesson. This can be challenging for teachers who aren’t used to working with tools such as Universal Design for Learning (UDL).
The Importance of UDL in Inclusive Education
UDL is not a set of rigid techniques but a flexible framework rooted in brain-based learning science. The goal is to design curricula that can be customized to meet different learning preferences without lowering expectations. According to CAST, the developers of the UDL Guidelines, the approach is organized around three key principles:
- Engagement: Stimulate interest and motivation through choice, relevance and collaboration
- Representation: Present information in multiple formats — text, visuals, audio — to accommodate different ways of perceiving and understanding
- Action & Expression: Offer options for students to demonstrate what they know, such as through writing, speaking or building models
As one can see, the UDL approach benefits all students, not just those with disabilities. As part of Avila University’s online MAEd in Curriculum & Instruction – Inclusive Learning Environments program, educators can learn how to implement UDL in the classroom. Courses like The Inclusive K-12 Classroom and Effective Instruction emphasize inclusive design strategies and instructional planning that support diverse classrooms.
Integrating Inclusive Concepts into the Classroom
UDL enables students of varying abilities and disabilities to collaborate as peers, according to Davey Shlasko and Romina Pacheco in an article from Learning for Justice. These students “learn to understand differences in abilities, needs and strengths, including differences that are not immediately obvious (such as neurodivergent ways of thinking, communicating and perceiving),” per Shlasko and Pacheco. They continue, “This understanding will be an asset to them throughout their lives as they experience diverse workplaces and communities and interact with many people whose bodies and minds differ from their own.”
The website highlights a series of ideas for a teacher’s UDL toolkit, which can include, for example, allowing students to demonstrate knowledge through an oral presentation, a podcast, a visual model or traditional written work. When presenting information, teachers can “use a multisensory approach as much as possible,” including using pictures, music, videos and even inviting students to use their bodies. The possibilities are endless, and it requires teachers to be creative and keenly aware of their students.
Inclusive classrooms do not happen by accident — they are the result of intentional planning, critical reflection and a commitment to creating learning environments where every student feels seen and supported. Graduates of the MAEd in C&I – Inclusive Learning Environments online program from Avila University are equipped to become thoughtful advocates for change, ready to shape classrooms that reflect the full spectrum of human experience.
Learn more about Avila University’s online Master of Arts in Education in Curriculum & Instruction with a concentration in Inclusive Learning Environments program.
