Teachers promoted inclusive classroom environments by organizing time and space and fostering peer inclusion¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Teachers reduced distractions, created predictable routines and safety zones, and fostered peer acceptance through sensitizing peers, giving learners with DD responsibilities, and cooperative activities. → Genovesi Elisa 2024
Evidence¶
Genovesi Elisa 2024¶
Genovesi Elisa, Gaches Akhina, McKenzie Judith, Hanlon Charlotte, Hoekstra Rosa A. (2024). Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives. Review of Educational Research. https://doi.org/10.3102/00346543241288247
q2 · i? · review · r3
Thematic synthesis of qualitative extracts. Teachers "sensitised typically developing learners to maintain low levels of noise", created "safety zones" for learners with autism, established clear routines, introduced "disability issues" in the curriculum, and gave children with DD leadership roles to foster peers' acceptance and self-esteem.
"Teachers adopted a whole-class approach when promoting an inclusive environment, by organizing time and space and fostering peer inclusion."
Discussion¶
Related Claims¶
- Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions — related
- Whole-class inclusive strategies were recommended and common, but some differentiation and extra-support practices created unhelpful divisions — related
- Inviting students to share everyday experiences contributed to a safe, inclusive classroom climate in which students willingly shared personal experiences in life skills conversations. — related
- SEL programs cannot produce meaningful long-term growth in authoritarian, punitive, or exclusionary environments; restorative practices are needed — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
inclusive-environment-time-space-peer-inclusion |
title |
Teachers promoted inclusive classroom environments by organizing time and space and fostering peer inclusion |
description |
Teachers promoted inclusive classroom environments by organizing time and space and fostering peer inclusion |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — genovesi-elisa-2024 |
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