Although common sense may dictate some of the classroom decisions and interactions that occur, the education of students, and teachers, as well, is critical for the development and continued success of inclusion programs. Children will not learn their role naturally, but may respond positively to pro-active instruction. Teachers working in inclusive classrooms must be deliberate in their efforts to educate students regarding the conditions and limitations defined by a classmate's disability. However, with this in mind, educating students “about” the child in their classroom who has a disability falls far short of what is needed to create the educational tapestry of successful inclusion. Inclusion can only move toward a meaningful educational experience for all students when teachers, with the support of other professionals around them, are able to find ways to assist students in becoming responsible for what they know, and acting in ways consistent with their understanding.

 Taking responsibility for, and being responsible with, the knowledge we possess is a step that takes each and every one of us far beyond the simple acquisition of knowledge. The acquisition of knowledge does not require additional action, but to take responsibility for one's knowledge, and to be responsible with that knowledge requires action and behavior that is consistent with what is known. Taking responsibility for their knowledge requires students to understand, appreciate, and to take ownership for their role in the lives and learning of all students around them, including individuals with disabilities. Only when students are willing to be responsible for their knowledge of each other, and particularly those individuals in the classroom who have documented disabilities, will the fabric of the inclusive classroom begin to bring forth bright and vivid colors.

 Before openly discussing the disabilities or limitations of any individual child, consent should be received from both the child, if appropriate, and also the parent or guardian in order to respect the family and child's right to privacy. Failure to receive consent from either the parent or the child should not preclude educating other children about individuals with disabilities, it simply limits the degree to which personal information about a specific student's disability might be shared openly with his/her peers. When parental consent cannot be obtained, discussions with students about individuals with disabilities have to be approached in the broader context of community. An approach that includes general class discussion about respecting and accepting the abilities of others may eventually lead all students to offer personal information to the discussion as they feel comfortable, and also provide opportunities for the child with a disability to voluntarily contribute to the conversation. I have found that when children with disabilities feel accepted enough by their peers to make contributions to discussions of disabilities that are based on their own experiences, classmates are eager to listen and develop a greater appreciation of the contribution that each child is able to make to the classroom community.

 The development and maintenance of an environment that promotes inclusion can be facilitated by paying attention to a few basic strands that, when interwoven, will provide the fabric for success. These strands include information, ownership, teamwork, and friendship.

Information

 Providing classmates with meaningful and helpful information about the disability of one of their peers is an important early step. Accurate information allows students to put on “glasses” that will allow them to more clearly see situations that may develop throughout the school year in the context of their classmate's disability. Once again, consent must be received, but once consent is secured, a deliberate and straightforward explanation of both the child's disability, and the ways that it might affect him or her in the classroom, is an important first step to helping all students become responsible for what they know about each other. When possible and appropriate, asking the child with a disability to contribute to the conversation with his or her peers to help them understand the disability and its effects may be very meaningful for peers. This approach should be used only with the child's prior approval and some “practice” with the child, talking about the kinds of questions that might be asked, and how they might be answered. The child's maturity and comfort level should also be carefully considered when considering this approach. My experience with a third grade class provided a concrete example of this approach as I observed and listened in awe as Christy, who was legally blind, explained to her classmates exactly what she could and could not see in the classroom around her. In a completely different context, it was a joy to celebrate the same student's success in the gym as her classmates struggled to dribble a ball without looking at it, a component of successful dribbling that was not at all difficult for Christy.

 In addition, providing information to parents and families of all class members about the opportunity that their children have to come alongside a child with a disability while engaged in learning can also be very beneficial. Once again, receiving permission from parents and deciding the best way to share this information are both important, but this “openness” will allow parents to help their children understand special situations that might arise. Furthermore, sharing in this way can encourage community support for the inclusion program, and perhaps open opportunities for children with disabilities to be involved in community events and programs.

 Finally, when information can be shared openly and honestly in an environment of trust, all children, regardless of abilities, have the opportunity to gain a greater understanding of his or her classmates, while at the same time coming to understand themselves better as well; an understanding that includes strengths and weaknesses, boundaries and limits, and special challenges as they are encouraged to become stronger advocates for themselves and each other.

Ownership

 Ownership in this context might be defined as a willingness and desire to assume the work and responsibility necessary for success, maintenance, and growth.” On a broad scale this ownership begins with the school community as a whole. Parents who value inclusion as the most appropriate educational experience for all children will be willing and able to promote understanding and thoughtful discussions that extend beyond the schoolyard and into the home. Likewise, the school faculty and staff need to be fully committed to inclusion as the best education for all. Inclusion is hard work, particular in the early stages of understanding and implementation. Once these values have been firmly established all around them, all students will more readily receive and accept all those around them with higher levels of care and concern. As a result students will become empowered to become educated, and to help educate those around them.

 I have also observed this in the physical education setting when students would come into the gym for physical education class, and I could be confident that students would “make-up” ways to adapt the activity they were engaged in to meet the needs of their less-able classmates.

Teamwork

 Although the focus of inclusion remains on the regular education classroom, there are many ways that teamwork is essential for its success. Communication is critical between support staff and teachers in the regular education classroom. Individual Education Plans (IEP) to document student goals and outcomes should include all content areas within the school curriculum, incuding physical education, music, art, and technology. Being able to regularly reference student performance relative to documented goals is an important form of communication. Communication among all those who come into regular contact with students is vitally important, and may provide opportunities to capitalize on strengths in one area to overcome limitations in another. Open and honest communication with students, or groups of students, to discuss the progress of individuals with disabilities may also be a helpful practice. Perhaps a simple, “what seems to be working” while chatting with a few students about their work with Travis, or “let's try these two things this week” might go a long way to facilitating collaborative attitudes on the part of Travis' peers. Students can, and should, be taught how to collaborate with the teacher in the educational experience of a classmate with a disability. It is important to note, however, that children should also be taught to give the child with disability as much ownership for their own progress and behavior as possible, and not to provide assistance when assistance isn't necessary.

 Likewise, a willingness to seek support from others is a key to successful teamwork. A willingness to “swallow your pride” and say, “I could use some help with Travis for the first 10 minutes of my PE class” might be all it takes to allow you to focus more completely on getting the whole class started and on task. Teamwork may also appear through taking advantage of opportunities for additional training for you as the teacher. It may come in the form of providing additional training or information for students, it may mean additional assistance during class time as identified above, or it may be devising an “in & out” plan to gradually minimize or eliminate the need for support or assistance.

 Teamwork in the physical education setting also takes on new meaning for students in an inclusive environment. While Jon's Cerebral Pulsy made receiving a basketball passed to him from a 6 th grade classmate rather dangerous, he was far more capable of passing the ball to others. Inclusion, at its best, shows Jon moving up and down the court with Tom at his side catching passes for Jon before handing the ball off to Jon so he can make the next pass. Even more noticeable is the observation that Tom also played “for himself” during game play, making his own decisions when to hand off to Jon and when to play on.

Friendship

 A final key to the success of inclusive education is the development of authentic friendships among students. While some relationships among students develop naturally, a planned and deliberate approach to help students with disabilities form relationships with their peers may be necessary. For some students, the guided discovery that all of us share a common need for friendships and relationships with other people may the only encouragement needed to be willing to forge relationships with those around them who may need them the most. Caring about others can become a springboard not just for inclusion, but also for the development of more positive social interactions at all levels. In some cases a “circle of friends” might be developed to facilitate a systematic approach to “being a friend”. In other cases, encouraging collaboration in learning, playing together on the playground, or facilitating interaction during school related experiences might be made deliberate through the use of written schedules. Perhaps a teacher might also find ways to creatively influence peers to include peers with disabilities in their social activities away from school, including group parties and sleepovers. Obviously, authentic friendships cannot be “created” or forced, but when students are taught to respect and care about each other, regardless of their individual differences, the possibility for the development of closer relationships is greatly increased. Hearing the tearful voice of the mother of James, a boy with Down Syndrome, tell the principal that her son was invited to a sleepover at a classmates house demonstrates the possibilities when inclusion becomes part of the fabric of school life.

Finally, although creative strategizing within the context of a specific environment often provide the greatest opportunities for success, I will offer a few approaches to consider.

Successful inclusion in any setting must hinge on the belief that each child, regardless ability, inability, or disability, is entitled to the same rights and privileges as all others. This belief must permeate the entire educational community in order for inclusion to reach its optimal effectiveness in schools. Although the acquisition of knowledge is an important step in establishing successful inclusive environments, it is the only the beginning. Taking responsibility for, and being responsible with, acquired knowledge is a critical step to establishing an inclusive environment that contributes to the success of all individuals, regardless of ability. In this context, knowledge requires action. The deliberate actions of students, teachers, administers, school boards, and others to establish quality learning environments for all students will determine the degree to which inclusion can and will be successful in schools. Information is not enough.

In order for the tapestry of inclusion to display its beauty, the strong and straight “warp” of a firmly established classroom environment must be in place in order to allow the “weft” of abilities, inabilities, disabilities, and gifts of each and every student to be woven among its strands to create a bright and colorful tapestry of success for all students.

- Kelly &Melograno