Inclusive Learning Environment
When planning an assessment or intervention related to a learner’s functional skills, it is important to take into account the environment and to recognize the variables that can influence learning. Every learner has unique strengths and challenges, and environmental supports or variations are sometimes needed to ensure success in an inclusive learning context.In its 10-year education plan, published 2016, the Department of Education and Early Childhood Development states that:
Inclusive education is a fundamental component of respect for diversity as well as the principle that each child and youth has the ability to learn. […] It is, therefore, important to provide a learning environment that is flexible, but rigorous, and one that includes a continuum of programs and services, the delivery of which is both universal and personalized.
This section looks at the best practices that guarantee learner inclusion, while taking learning and social needs into account and maintaining a positive learning environment.
In New Brunswick, the vision of inclusive education is as follows:
An evolving and systemic model of inclusive education where all children reach their full learning potential and decisions are based on the individual needs of the student and founded on evidence. DEECD, 2009
Principles of Inclusive Education
In 2009, the Government of New Brunswick defined its vision of inclusive education. Here is a review of the assumptions drawn from that definition.
- Our vision and goal are to support all students in achieving their full learning potential.
- Student success depends on considering the best interests of each individual learner and on recognizing, respecting and responding to their strengths and needs.
- The common learning environment is structured and adapted such that all students learn to their best potential.
- Curricular and other learning must take place in the most inclusive environment in which the learning outcomes can be achieved.
- Before a learning environment outside the common learning environment can be considered, it must be clearly demonstrated that the learning outcome(s) could not be met in a more inclusive environment.
- Consideration of a learning environment outside the common learning environment for a short period of time should be for the purpose of supporting a student to meet a learning outcome that will allow the learner to more successfully participate in a common learning environment, and all such interventions must be monitored on an ongoing basis.
There are policies that help in defining the responsibilities of professionals and the rights of learners with respect to inclusion. Two important policies are Policy 322 on Inclusive Education and Policy 703 on a Positive Learning and Working Environment. These tools may help you to identify the best inclusive practices for supporting learners. It is important to review these policies periodically to ensure the consistency of the practices used.
Policy 322 – Inclusive EducationPolicy 703 – Positive Learning and Working Environment
Learning Contexts
Learning context refers to the setting or environment in which instruction is provided. The goal is for learners to benefit from large-group instruction and to make the common classroom the main instructional area as much as possible. Some learners are able to learn in a large-group setting, while others can learn during certain activities or with specific supports. Learners can also participate in small-group activities or receive individualized instruction.
An effective inclusion practice involves determining, with the team, when learners may benefit from whole-class group instruction and ensuring they participate actively in the activities. It is also important to keep in mind how these different contexts fit into the pyramid of interventions described in the document School-Based Education Support Services Teams to Support Inclusive Education.
To help you plan interventions in a positive learning environment that is safe for everyone, here are a few factors to consider for each level in the learning context.
Click below for more information on each tier.
Tier 1
All students receive Tier 1 instruction and interventions, also known as evidence-informed practices. Tier 1 instruction and interventions are universal and available to all students as part of the common learning environment. 
Large-group instruction:
Generalization must sometimes be planned and integrated into the instructional process. Some students will need support to generalize skills to other settings, with other people, or with other materials.
Large-group instruction:
- Makes it possible to work on social and communication skills in the common learning environment.
- Allows for observational learning (i.e., decoding cues from the environment, the context, and other students).
- Promotes generalization by taking advantage of naturally occurring opportunities to work with different people, in different locations, and with different materials.
Generalization must sometimes be planned and integrated into the instructional process. Some students will need support to generalize skills to other settings, with other people, or with other materials.
Tier 2
Tier 2 provides interventions of moderate intensity and duration that supplement, enhance and support Tier 1 strategies, and are provided for small groups of students. 
Small-group instruction:
Consider the following points when determining whether learners can be a part of group instruction:
Small-group instruction:
- Increases the number of opportunities for interacting with the staff member, reinforcing skills, and putting them into practice.
- Gives learners who are working on their social and communication skills the opportunity to use them in a more structured environment.
- Allows for activities led by a staff member to help certain learners use their observational learning skills at an appropriate level and time.
- May provide the perfect opportunity for learners to generalize what they have learned, with guidance and support.
Consider the following points when determining whether learners can be a part of group instruction:
- Does the learner demonstrate observational learning skills?
- Can the learner understand what is expected of them by picking up salient cues from the environment?
Tier 3
Tier 3 provides intense interventions for groups of one to three students. Tier 3 is specifically designed and personalized small-group and/or individualized instruction that is typically extended beyond the time and intensity allocated for Tier 1 and Tier 2. 
Individualized instruction:
Individualized instruction settings may vary. They can include a space in the classroom that is separate from or alongside the rest of the group. Instruction can also take place in a separate room with a setup and special materials that meet the learner’s needs.
When the team makes decisions about individualized instruction, it is crucial to consider the learner’s needs and current skills and how well the learner can tolerate certain environments and distractions.
Individualized instruction:
- Enables the learner to become familiar with a concept before it is presented to the whole group in order to facilitate learning.
- May be necessary to speed up the learner’s learning rate.
- Allows for an individualized environment for the acquisition of certain functional skills, such as toileting, eating, and getting dressed.
Individualized instruction settings may vary. They can include a space in the classroom that is separate from or alongside the rest of the group. Instruction can also take place in a separate room with a setup and special materials that meet the learner’s needs.
When the team makes decisions about individualized instruction, it is crucial to consider the learner’s needs and current skills and how well the learner can tolerate certain environments and distractions.
Meeting the Needs of the Learner
In order to determine the most appropriate learning context for a learner, the team must consider various factors. Click each factor to learn more.
Can the learning of the targeted skill be integrated into the class schedule?
If this is the case, think of times in the daily schedule when the targeted skill can be practiced. For example, the competency Accepting opinions that differ from one's own can be taught and practiced in a group setting. The team can then use this activity to conduct the teaching sessions with the learner.
Can the level of reinforcement required for learning the targeted competency be provided in the common learning environment?
When planning the intervention, you need to determine the criteria for the reinforcement program that will be implemented during instruction and choose the learning environment that best suits these criteria. For example, if the reinforcement criteria call for offering a reinforcer to the learner at each occurrence of the targeted skill and this results in too many distractions for other learners, it will be best to begin instruction in a different location and transfer to the common learning environment once reinforcement can be offered more naturally and less frequently.
Does the common learning environment allow sufficient intensity for learning the targeted skill?
The teaching of certain skills requires special conditions, such as constant adult supervision, which can be difficult to establish in the common learning environment. It is sometimes necessary to start teaching in a different location and transfer to the common learning environment when the learner is more independent.
Does the learner have observational learning skills?
There are many signals in the environment that tell learners what is expected of them. Examples include the teacher placing a finger over his or her mouth to ask for silence, or students standing up to line up in front of the class. The success of large group instruction depends on the learner's ability to recognize these signals and respond appropriately. If the learner is struggling with this skill, observation-based learning will need to be worked on to increase the learner's learning opportunities.
In which environment can the skill be put into practice?
It is appropriate to teach the targeted skill in the same environment in which it will be demonstrated once mastered.
Selecting the appropriate learning context: Policy 322 stipulates that it is the responsibility of all school personnel to ensure that the common learning environment:
...is enabling each student to participate fully in a common environment that is designed for all students. It is appropriate for the student’s age and grade, is shared with peers in their neighbourhood school, and respects learning styles, needs and strengths.
Planning for the teaching of functional skills must therefore include thinking about the appropriate learning environment for the learner. The learner's team must consider all factors and make a decision that considers the learner's needs. If a change to the environment is necessary to meet the learner's needs, the team must still take advantage of opportunities in the common learning environment to conduct teaching sessions. To encourage generalization, instruction can be done with different adults, in different locations and using different materials.
Example: Bruno
The following example shows how Bruno’s team took the learning environment into account when planning interventions.
Bruno is 8 years old. His parents and the school team would like him to learn to maintain an appropriate physical distance from others. Bruno tends to get too close to people when he wants to interact with them. This is a challenge he faces at home, at school, and in public. His parents are concerned that his classmates may not want to interact with him, and the school team acknowledges that this behaviour could be a hindrance to his social interactions.
Bruno participates in the large-group environment for most of the school day. He is able to recognize the obvious signals from his environment and react appropriately. He sometimes needs help organizing his equipment and schedule. He is easily distracted when there is a lot of movement in the classroom.
He works with an occupational therapist in an individualized context to improve his fine motor skills. His educational assistant continues the teaching of these skills, under the supervision of the occupational therapist, in an individualized context. Bruno takes part in a weekly session when he is taught social skills with a small group of peers. A reinforcement program has been set up as part of this activity in order to increase the frequency of certain social skills from Bruno.
Considering the following factors, how would Bruno's team choose the most appropriate learning environment to teach the targeted skill? Click each factor to see the team's reasoning and selection.
Can the learning of the targeted skill be integrated into the class schedule?
Bruno will certainly be able to practice implementing the skill in daily activities with his peers. However, individualized instruction sessions may be required to ensure that he understands the instructions and can practice in a context without distractions.
Can the level of reinforcement required for learning the targeted competency be provided in the common learning environment?
A reinforcement program is already in place during the social skills sessions. It may be possible to include this new skill in this program.
A reinforcement program can usually be implemented in a common learning environment. Bruno's team will need to determine the criteria for the program and ensure that these criteria apply to that environment.
A reinforcement program can usually be implemented in a common learning environment. Bruno's team will need to determine the criteria for the program and ensure that these criteria apply to that environment.
Does the common learning environment allow sufficient intensity for learning the targeted skill?
Initially, it may be necessary for Bruno to practice and for the adult to encourage and reinforce him frequently. In this case, individualized instruction would probably be preferable.
Does the learner have observational learning skills?
Bruno seems to have observational learning skills. He regularly participates in large group teaching and recognizes signals from his environment.
In which environment can the skill be put into practice?
The skill will be used with peers. The common learning environment could certainly allow Bruno to practice the targeted skill, especially in situations involving social interactions.
Choice of learning environment:
- At the beginning of the learning process, individualized instruction would allow Bruno to fully understand the instructions, practice the skills, and receive encouragement and reinforcement at an appropriate intensity.
- When the time comes to practice the skill with his peers, instructions will then be transferred to the common learning environment.
