Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives

Abstract

Education institutional guidelines around the world agree that building more inclusive schools is a priority. The reality of school practice, however, belies this institutional will. To help fill the gap, this theoretical review documents the value that the construct of classroom climate brings to research and practice in terms of inclusive school development. The article firstly points out that the current main challenge is to develop Inclusive Mainstream Teaching (IMT) in diverse classrooms. Indeed, IMT is needed in all classrooms to guarantee the effectiveness of special accomodating measures in schools that are targeted at special education needs students. Intervening at classroom level is both a pragmatic and powerful way of developing inclusive schooling. However, developing IMT in the classroom remains a challenge for both teachers and researchers. Thus this review documents the central role that classroom climate should play in the development of IMT. More precisely, the factors of classroom climate that are associated with inclusive outcomes are identified. We also highlight how these factors and the measurements associated with them are efficient tools to guide IMT development. These measures are proximal, sensitive, complementary, and pragmatic indicators of effective IMT. Such indicators are very useful in helping research empirically document effective IMT, ensure that any small improvement is assessed, monitor teachers’ progress, and assist their professional growth. Theoretically positioned as a mediator between inclusive teaching in mainstream classrooms and inclusive school outcomes, inclusive classroom climate is a tool that appears to be effective in supporting IMT development and, consequently, in the establishment of more inclusive schools.

The Impact of Climate in Inclusive Classrooms - Influencing the Motivation of Students with Special Needs

“…The climate in inclusive teaching plays a primary role (Margas, 2023) more precisely, by identifying classroom in uencing factors that are directly related to outcomes in inclusive classrooms. In previous research, students with special needs are less accepted by their peers (Zurbriggen et al, 2023).…”

The impact of classroom climate on emotional development in childhood

“…Birch and Ladd [7] , Rimm-Kaufman et al [5] and Denham [8] highlight the union between a positive classroom climate, warm teacherstudent relationships, and supportive atmosphere with students' emotional well-being and social competence. In a classroom, students have different experiences related to the way their teachers perceive their emotional states and needs, and to how they react to them Alonso-Tapia and Nieto [9] , Lee and Garcia [10] provide evidence that positive and supportive relationships with peers contribute to higher levels of emotional competence, selfregulation, and prosocial behavior among children.…”