Enhancing reading and writing instruction in inclusive environments: A meaningful and collaborative approach

Abstract

In inclusive educational settings, educators often face challenges in effectively allocating time and providing appropriate support for students with disabilities. This research aims to address these challenges by proposing a complementary method that integrates seamlessly with conventional teaching approaches, benefiting both teachers and students in the realm of reading and writing education. The primary objective is to develop a comprehensive design that supports reading and writing instruction within an inclusive environment. The proposed approach adopts a holistic perspective by incorporating classroom walls, cubes, and diverse notebooks into the learning environment. At its core, this approach revolves around two fundamental elements: the utilization of meaningful reading and writing methods and the emphasis on collaborative learning. The study is substantiated by three tiny-research initiatives, providing practical insights into the implementation of inclusive classrooms aligned with the proposed recommendations. This research introduces a holistic design, and through various investigations conducted during its development, addresses key aspects such as the design specifications for the cubes, the functionality of notebooks facilitating interaction between walls and cube surfaces, and strategies for facilitating unhindered reading and writing instruction. The findings contribute to answering crucial questions on considerations for creating an inclusive and effective learning environment for primary reading and writing instruction.