Most Barriers to Inclusion Start and End With: School Staff

Inclusion, Universal Design for Learning (UDL), and Multi-Tiered Systems of Support (MTSS) often spark strong opinions—either you’re fully on board or you’re skeptical. For many staff, these approaches seem ineffective, but that perception usually stems from poor implementation and lack of proper training. Despite the widely recognized benefits of inclusion—such as fostering belonging, promoting diversity, and improving outcomes for students with disabilities—many schools struggle to put these practices into action. Upon closer inspection, it becomes clear that the barriers to successful inclusion often start and end with school staff.

The Role of Staff in Creating Inclusive Classrooms

School staff—teachers, administrators, paraprofessionals, and support staff—are the backbone of any inclusive education model. They are the ones directly shaping the learning environment, making decisions about classroom structure, and providing the support students need to succeed. As such, their attitudes, beliefs, and skills are crucial in determining whether inclusion thrives or falters.

While staff can be the driving force behind successful inclusion, they can also inadvertently become the biggest barriers. This may be due to a variety of factors, such as lack of training, misunderstandings about inclusion, or resistance to change.

Barriers Staff Face in Supporting Inclusion

1. Lack of Adequate Training
   In many schools, educators are not given the necessary professional development to implement inclusion effectively. Special education practices, like differentiating instruction, supporting students with various disabilities, or collaborating with co-teachers, require specialized knowledge and skills. Without proper training, staff may feel ill-equipped to manage diverse classrooms, leading to frustration and burnout.

2. Fear and Misunderstanding About Disabilities
   A lack of understanding about disabilities and the needs of students with disabilities can breed fear. Teachers may worry about not being able to manage behaviors, or they may feel that they don’t have the expertise to support students with more complex needs. This fear often leads to avoidance, and as a result, students with disabilities may be placed on the sidelines or segregated, rather than being fully included.

   It’s no wonder that general education teachers and building principals often struggle with understanding special education. Most have little to no training in disability-specific education in their certification programs, and even less ongoing support through professional development opportunities throughout their careers. Without the proper training, staff can feel ill-equipped to implement inclusive practices, leading to hesitation or, in some cases, unintentional exclusion of students with disabilities. Addressing these gaps in knowledge and support is essential for creating truly inclusive school environments where all students can thrive.

3. Time and Resource Constraints
   Staff are often stretched thin, juggling numerous responsibilities—curriculum planning, testing, grading, meetings, and managing classrooms. When inclusion is added as another task, it can seem like too much to handle. Teachers may feel that they don’t have enough time or resources to create accommodations, adapt lesson plans, or provide the extra support students with disabilities need. Without adequate support, staff may not be able to meet the diverse needs of their students, which hinders inclusion efforts.

4. Lack of Collaboration and Support Systems
   Inclusive classrooms require teamwork. Special education teachers, general education teachers, paraprofessionals, and other support staff must collaborate to ensure students receive the proper services and accommodations. However, many schools lack structured time or systems for staff collaboration, making it difficult for everyone to be on the same page. Without a cohesive team approach, inclusion can feel fragmented and ineffective.

5. Resistance to Change
   For some staff members, the shift to inclusion may feel like a daunting change. They may be accustomed to traditional teaching methods or segregated programs and may view inclusion as an overwhelming or unnecessary disruption. Resistance to change, whether conscious or unconscious, can be a significant barrier. When staff are not fully on board, it becomes challenging to create an inclusive culture in the school.

How to Address the Barriers

So, how do we overcome the barriers that school staff may unknowingly create or reinforce? The answer lies in providing support, guidance, and a shift in mindset.

1. Invest in Ongoing Professional Development
   Training is the first step to breaking down barriers, but it needs to be ongoing, context-specific, and led by an educator who models inclusive practices and differentiated instruction. Instead of relying on the traditional "sit and get" approach, effective professional development should be dynamic and interactive. The educator leading the training should demonstrate inclusive strategies and differentiated instruction in their own teaching, guiding staff through real-time applications that can be immediately implemented in their classrooms. This continuous, hands-on approach helps ensure that staff stay informed, confident, and well-equipped to meet the diverse needs of all students
   

   At Oly Able, we take pride in our ability to translate complex information in a way that resonates with all stakeholders—whether it's staff, paraprofessionals, principals, directors, or parents. We ensure that every group receives the support and resources they need to effectively collaborate and implement inclusive practices, fostering an environment where all students can thrive.
   

2. Encourage Empathy and Understanding
   Creating opportunities for staff to learn more about disabilities can help break down misconceptions and fear. Bringing in guest speakers, offering workshops, or encouraging staff to engage with parents and families can foster a deeper understanding. When teachers and staff can see their students as unique individuals with strengths and abilities, rather than focusing on deficits, they are more likely to invest in their success.
   

3. Provide Adequate Resources and Support
   Schools must prioritize providing the resources that teachers need to implement inclusion effectively. This includes access to teaching materials, technology, and support staff. Administrators should also work to ensure teachers have the time to collaborate with special education staff and paraprofessionals. Providing structured planning time allows educators to work together to create tailored learning experiences for students with disabilities.

4. Foster a Collaborative Culture
   Building a school-wide culture of collaboration is crucial. This means breaking down silos between special and general education staff and ensuring that they work together as a cohesive team. Regular collaboration time, joint planning periods, and cross-department meetings can ensure that everyone is on the same page regarding student needs and classroom strategies. It also builds a sense of community and shared responsibility for student success.
   

5. Promote a Growth Mindset
   Shifting the mindset of staff from a "fixed" approach to a "growth" approach is essential. Encouraging staff to view challenges as opportunities for growth helps reduce resistance to change. Staff should be encouraged to experiment with new teaching strategies, reflect on their practices, and celebrate small successes along the way. This mindset shift fosters a positive and adaptable school culture where inclusion is seen as an integral part of school life.

Conclusion

Barriers to inclusion in schools often start and end with school staff, but by addressing the root causes—lack of training, fear, time constraints, and resistance to change—we can create an environment where inclusion works, and schools thrive. With the right resources, mindset, and collaborative culture, school staff can become the driving force behind a truly inclusive education for all students. When staff are equipped, supported, and empowered, they are not only breaking down barriers but also building up a community where every student belongs and succeeds.

Ready to see how Oly Able can help your school overcome these barriers? Book a training strategy call today and let's discuss how we can support your staff in creating an inclusive, thriving environment.

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