Imagine a classroom where students are as diverse as a box of chocolates. You’ve got the enthusiastic learner who raises their hand for every question, the daydreamer staring out the window, and the student with special needs who might require more attention. School teachers of all levels know this scenario well. But what if we could create an environment where each student—regardless of ability—feels included, supported, and valued?
Recently, a delegation of Polish and Spanish teachers visited the JUMP Association to tackle exactly this challenge. Over three days, they explored European policies, innovative practices, and hands-on strategies to include special needs students in mainstream education. They exchanged ideas, shared stories, and, perhaps most importantly, played around with some truly eye-opening methodologies. Here’s a taste of what they learned!
It’s Not a Competition!
The first day focused on a comparison of European approaches to special needs education. Teachers discussed what “special needs” means in different countries and looked at the range of strategies in place across Europe. So, is the grass greener on the other side? Not really. It turns out no one has the perfect inclusive system, but all share the same goal: a classroom where diversity is celebrated, and every student gets a fair chance to thrive. But while we all strive for inclusion, there’s still a tendency to isolate or “medicalize” special needs, rather than embracing them as part of the neurodiverse fabric of society.
Sensory Rooms vs. Outdoor Education
Day two started with a twist—teachers were taken outdoors for the entire day! Morning sessions explored the idea of outdoor education versus teaching within sensory rooms. The goal? yes, teachers splashing around, smelling flowers, and contemplating the sound of birdsong is now part of innovative training!
The highlight was a discussion about how both outdoor spaces and sensory rooms provide safe environments for special needs students to explore and engage. But the real takeaway was seeing how these settings can be used to bring students with different needs together. For example, a group project in a sensory garden can allow neurotypical and neurodiverse students to collaborate, build empathy, and learn from each other.
Emotions Running High—And That’s Okay!
In the afternoon, the focus shifted to the nitty-gritty of emotional intelligence and managing classroom chaos. The aim was to equip teachers with tools to help students regulate stress and overstimulation, which are common hurdles for special needs learners. This session hit home. Teachers realized that fostering emotional intelligence isn’t just for special needs students—it’s for everyone. In fact, building a stress-resilient classroom benefits the entire student body, helping maintain sustained attention, creating a supportive environment, and improving academic outcomes across the board.
Building for All
The final day turned to the big picture: neurodiversity and Universal Design Learning (UDL). The neurodiversity model encourages teachers to see differences in learning as natural variations, not deficits. This perspective shift is crucial to inclusion. Just as we don’t try to “fix” someone on a wheel chair by forcing them to walk, we should not “fix” students with ADHD, autism, or dyslexia by conforming them to a rigid classroom structure.
Instead, the Universal Design Learning (UDL) framework was introduced. UDL is a teaching approach that designs curriculum accessible to everyone from the outset, without needing separate, individualized plans. Think of it as a buffet—there’s something for everyone, and no one feels left out.
Moving Beyond the Stigma
By the end of the training, all teachers agreed: the traditional approach of segregating “special needs” students, labeling them, and focusing on their “fixes” is not the way forward. Instead, there’s a need for a fundamental culture shift. Teachers need to move beyond the stigma of medicalization and instead create a learning environment that is supportive, trusting, and designed for all.
But this isn’t about lowering expectations or relaxing standards—it’s about recognizing that each student brings unique strengths to the table. Yes, inclusive education can be messy, noisy, and unpredictable, but so is real learning! The goal is to craft a classroom that adapts to the student, rather than forcing the student to adapt to the classroom.
Practical Tips for Teachers: Where to Start?
- Create Sensory-Friendly Spaces: Designate quiet corners or sensory zones in your classroom where any student can go when feeling overwhelmed.
- Incorporate Movement: Regular brain breaks and movement activities help all students reset and stay focused.
- Use Clear and Consistent Routines: Routines build a sense of security and predictability, reducing anxiety for students who thrive on structure.
- Leverage Peer Support: Pair students together for activities, so they can learn from and support each other. Inclusion is a team effort!
- Emphasize Strengths, Not Deficits: Focus on what your students can do, not what they can’t. Tailor activities to build on their interests and strengths.
The Final Takeaway: Inclusion is a journey
The European delegation left the training with a unified vision: inclusion isn’t about “fixing” students; it’s about building environments that honor and adapt to their unique ways of learning. With humor, patience, and a willingness to embrace the unexpected, every teacher can contribute to a classroom where every student feels like they belong.
So, dear teachers, keep experimenting, keep laughing, and remember—true inclusion is a never-ending journey, but it’s a journey worth taking. The more we understand, the more we can create classrooms that are not just inclusive but genuinely enriching for everyone.
Author: Giuseppe Perrotti, JUMP Trainer
