Interactions and Practices to Enhance the Inclusion Experience

In a collaborative research project, two inclusion teachers and their principal demonstrate ways to enhance the inclusion experience for five exceptional students: four with mild intellectual disabilities and one with a learning disability. The findings revealed that one teacher engaged in positive interactions in the classroom by positioning the exceptional learners as "knowers " (Fairclough, 1995) among their peers while at the same time dif-ferentiating instruction. A second teacher placed an emphasis on facilitating social learn-ing and establishing predictable and accountable routines. The principal held "Good New Visits " with the students one to two times per week in response to written memos from their teachers as a means of engendering positive trust relationships with the students