Affiliation:
1. University of Northern Iowa, USA
2. Eagle Grove School District, USA
Abstract
The purpose of this chapter is to explore how inclusive elementary classrooms may be constructed in ways that not only honor the individual differences that all students bring into the classroom, but also embrace those differences in ways that foster a classroom space prefaced on rigorous academic instruction for all, as well as care, empathy, and social connections that enhance learning. This chapter provides a snapshot of one inclusive elementary classroom and describes the beliefs and philosophies that underpin the classroom setting, as well as the characteristics that embody instruction and learning.