Case study: progress of students in the inclusive classroom

Inclusion is a process that allows students with special needs to join regular school groups. The teacher differentiates and individualizes the learning process and social environment, adapting it to the individual characteristics, peculiarities and interests of the students. For the purpose of the research, we monitored the inclusive class and the social climate in it for two years, as well as the progress of the individuals attending it. In addition, the research also presents the methods and strategies used in an inclusive classroom with the aim of better social cohesion and a greater sense of belonging of the individual. A qualitative case study was conducted. The research sample included 22 students in an inclusive classroom. The results of the research showed that the class climate was very demanding – in the beginning there was a lot of exclusion and verbal and physical violence present. After two years, the elimination rate of students dropped drastically. Verbal violence was still present, with physical violence appearing occasionally. In children with special needs, individual progress in social inclusion and learning performance was evident. In this article we will also present certain strategies and methods that, in the opinion of the teacher and the students, had the biggest impact on building a good classroom climate and achieving better connections between students.