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School is a place where everyone should feel that they belong. However, for students with disabilities, this has not always been the case鈥攖he education system has a long history of exclusion and segregation when it comes to these students. It wasn鈥檛 that long ago that there was no expectation that children with disabilities should or could attend public schools, the changed that by mandating that children with disabilities are entitled to a alongside their peers with and without disabilities in the general education setting or to the greatest extent possible. This is often easier said than done.

Moving From Exclusion Toward Inclusion

Children with disabilities have been brought into the public school setting amid their same-age peers without disabilities. However, the lives of students with and without disabilities still rarely intersect. In the absence of shared activities, strong social connections are unlikely to form. Integration falls short of fostering true belonging for students with disabilities within their school communities.

While situations have greatly improved, it has been a long journey from exclusion to segregation to integration to inclusion. The journey won鈥檛 be complete until we all embrace the next step, a sense of belonging. Belonging comes when each person in the school community feels valued and accepted by their peers and teachers. It is when everyone strives to create connections among students that reciprocal relationships can form and all parties can feel like true members of their school.

Simple Ways to Promote a Sense of Belonging

So how can this be accomplished? As Cheryl M. Jorgensen, Michael McSheehan, and Rae M. Sonnenmeir have written, school community members must . They need to take an active role in promoting an atmosphere of belonging. Some can easily be integrated into daily classroom routines. 

Consider the following six options to support a sense of belonging:

1. During class discussions, regularly ask students with and without disabilities to share stories of when they felt welcomed by others. Students can learn from each other鈥檚 experiences.
2. Engineer occasions for students with and without disabilities to collaborate on projects and assignments that offer both independent and group accountability so that students can learn to value every group member.
3. Consider how peers can provide natural support to one another. Often adults are assigned to help and support children with disabilities. This can be marginalizing and exclusive. Encourage peers to support their classmates as friends and colleagues, not as helpers.
4. Combine 鈥�universal supports鈥� (those that benefit everyone) and 鈥渋ndividualized supports鈥� (those that an individual student might need) to make it more viable to meet the educational needs of all the students, such as visual schedules, timers, and flexible seating options.
5. Integrate student choice, goal setting, and preferences into lessons and other class activities every day, such as offering flexible seating during independent work or options for self-assessment like rubrics and checklists for class and homework assignments.
6. Make sure that students with disabilities are considered for schoolwide recognition, awards, and accolades available to any student.

When students with and without disabilities have plenty of well-supported opportunities to spend time together within and beyond the classroom, many preconceived notions or misconceptions about people with disabilities can be turned around simply through the experience of sharing space. Sometimes, though, it may take a bit more planning and collaboration. 

Know Your Students and Build Community 

Researcher Eric W. Carter advocates for . One way this can be done is by having teachers work together to create student profiles for all learners that emphasize student strengths. This ensures that everyone knows the positive qualities of students with (and without) disabilities. Ask parents, other teachers, and other students about students鈥� interests, preferences, desires, likes, dislikes, abilities, and talents. 

Teachers can then use this information to group students for projects, assignments, or other social activities. For instance, rather than randomly grouping students, assign them to groups by a common like or dislike, favorite food, or least favorite school subject. This allows students to connect socially before taking on the assigned task. People tend to collaborate more effectively when they share a connection.

Design the School Environment to Meet Students鈥� Needs

According to research, creating a true culture of . Schoolwide efforts might include conducting a walk-through of your school buildings and surrounding areas to identify any physical or environmental barriers that could prevent students with disabilities from accessing the location and the people within it.

Pay attention to how people at your school talk about students with disabilities. Do they emphasize the disability labels over the students? (For example, do they use phrases like 鈥淚EP [individualized education program] students鈥� or 鈥渟pecial ed students鈥�?) Do they equate disability with deficit? Do their words and actions communicate acceptance and belonging, or do they tend more toward exclusion, discomfort, or intolerance?

Gently and respectfully interrupt these connotations each time you encounter them. Educate people voicing them, rather than scolding. When you hear 鈥淚EP students,鈥� respond with 鈥渟tudents with disabilities.鈥� If you hear someone describing what a student cannot do, remind them of all the things the student can do.

It鈥檚 also helpful to plan schoolwide events and activities aligned with national awareness days and months: (March), (March 21 and October), (March), (April), (July), the (December 3), and (December). 

With our long history of exclusion and segregation of students with disabilities in education, shifting to a sense of belonging may feel like a big leap. We have come a long way, but we have a bit further to go.