Classroom Management Practices in Inclusive Classrooms

This research study is a qualitative study focused on classroom management practices for creating an inclusive classroom environment guided by the following question: How do teachers use classroom management practices and/or strategies to create inclusive learning environments for all students, including those who have been identified with exceptionalities? A comprehensive literature review was conducted to examine research that currently exists on classroom management practices and inclusive classrooms. A series of questions are comprised for face to-face interviews with two consenting participants, which was used as a means to gain insight on how teachers adapt their classroom management practices to meet the needs for students with exceptionalities within classrooms. Data collected from the interviews was used to provide depth and analysis to the literature previously reviewed. There were five emerging themes found from the data: 1) effective classroom management strategies to establish within the first few weeks of school, 2) benefits and challenges in an inclusive classroom, 3) managing behaviour in an inclusive classroom, 4) prior experience and additional education play a role in managing inclusive classrooms, 5) take advantage of resources in the environment around you. This study concludes with the implications of the findings, limitations and further study opportunities