THE INCLUSIVE SOCIAL STUDIES CLASSROOM

The Inclusive Social Studies Classroom:

An Examination of Mainstreaming and Inclusion in Social Studies
Instruction
Kyle McLellan
University of Phoenix

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Introduction
Throughout this class we have seen the increasing importance of
mainstreaming and inclusion in classrooms. Cultivating an inclusive
classroom can be a difficult task but ultimately is beneficial for
everyone involved if done correctly. The methods of inclusion can no
doubt vary from subject to subject, so it is important to ensure that
teachers understand what works best for their content area. This paper
will focus on mainstreaming and inclusion in the social studies
classroom. Social studies can be quite unique. In no other subject do
you see so many disciplines crossing paths. Social studies are a
naturally inclusive topic. Thus, it is only appropriate that the social
studies classroom should itself be inclusive.
In order to better understand how mainstreaming and inclusion
have come to play a role in the social studies classroom we will look at
several factors. First, we will examine the legal foundations of inclusion
and the area of social studies. Next, next we will look at the role social
studies and special education curriculum standards play in instruction.
Once we understand these underpinnings we will then look at the
practical application of these elements. To do this, we will discuss how
assistive/adaptive technology and other content modifications can be
used effectively in the social studies classroom; contemplate the
benefits and barriers of inclusive instruction; and outline the role

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educators and families play in the process. Overall, this paper will seek
to understand the legal and theoretical foundations behind
mainstreaming and inclusion in the social studies classroom and then
examine the practical everyday application of these elements.
Legal Foundations of Inclusion in Social Studies
As with most aspects of mainstreaming and inclusion in
education today, the basis of inclusion in the social studies classroom
stems back to the 1975 Education for All Handicapped Children Act.
This act built upon Section 504 of the Vocational Rehabilitation Act of
1973, which prevented excluding or segregating an individual with a
disability constituted discrimination (Aron & Loprest, 2012, p. 99).
While the Rehabilitation Act dealt with organizations receiving public
funding, the 1975 Education for All Handicapped Children Act dealt
specifically with public school settings stated, "all children, from 3 to
21 years of age, regardless of type or severity of disability, are entitled
to a free, appropriate public education" (Mastropieri & Scruggs, p. 1213). The act was based on 6 major principles: zero rejection,
nondiscriminatory testing, free and appropriate education, least
restrictive environment, due process, and parent participation
(Mastropieri & Scruggs, p. 13-14).
The 1997 and 2004 updates to the act, which was renamed the
Individuals with Disabilities Education Act, provided more specific

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guidelines to improve students with disabilities access to general
education classrooms. The 2004 amendments specifically dealt with:
content of Individual Education Programs (IEPs) and IEP meetings,
research-based practices, accommodations and alternative
assessments, disciplinary procedures, identification of learning
disabilities, early intervention funding, and special education teacher
licensure (Mastropieri & Scruggs, 2000, p. 10). All of these guidelines
have had a dramatic impact upon creating and shaping inclusive social
studies classrooms.
The addition of the No Child Left Behind Act (NCLB) of 2001 also
has had several important implications for students with disabilities in
the general education classroom. The law requires that all children in
grades 3-8 be tested by state-developed tests in reading and math
(Mastropieri & Scruggs, 2000, p. 14-15). Although there are no direct
social studies testing standards included in the law, the focus on
testing, especially with regards to reading, has had an impact upon
social studies instruction. While literacy has always been an important
element in social studies instruction, the testing mandates have
resulted in school districts placing more importance on literacy
instruction within the social studies classroom. As Marcee M. Steele
points out in her article Teaching Social Studies to High School
Students with Learning Problems, the passage of the Individuals with
Disabilities Education Act Amendments in 1997 and 2004 and the No

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Child Left Behind Act in 2001 increased the numbers of students with
mild disabilities that are served in general education classes rather
than in separate special education settings (Steele, 2007, p. 59). With
this in mind let us now consider the way in which the current social
studies standards and the disabilities legislation interact in the
inclusive social studies classroom.
Current Standards
In addition to the laws laid out by the IDEA and NCLB laws, we
also see standards placed upon social studies by the new Common
Core implementation in many states and organizations such as the
National Council for the Social Studies (NCSS). Maines standards are
based on the Common Core State Standard (CCSS); these relate to
understanding various cultures, eras, and major enduring themes
specifically with regards to 5 areas:
1. Applications of Social Studies Processes, Knowledge and Skills
2. Civics and Government
3. Economics
4. Geography
5. History
(CCSS, 2007, p. 3).
In addition to these Common Core State Standards, the National
Council for the Social Studies has a set of thematic and disciplinary

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standard, which are not mandated, but serve as the basis for social
studies standards in many school districts throughout the country. The
ten NCSS Thematic Standards are:

Culture and Cultural Diversity

Time, Continuity, and Change

People, Places, and Environments

Individual Development and Identity

Individuals, Groups, and Institutions

Power, Authority, and Governance

Production, Distribution, and Consumption

Science, Technology, and Society

Global Connections

Civic Ideals and Practices

In addition to these ten standards, NCSS also has five Disciplinary

Standards:
1.
2.
3.
4.
5.

History
Geography
Civics and Government
Economics
Psychology

(NCSS, 2002, p. 3).

As you can see, both the CCSS and the NCSS standards have a lot in
common. The only difference in the five disciplinary standards and the
CCSS is that the former contains, Applications of Social Studies

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Processes, Knowledge and Skills and the later includes Psychology. It
could be argued that the applications standard in the CCSS falls in line
with the various thematic standards set forth in the NCSS. In order to
meet the standards laid out by the CCSS and NCSS in an inclusive
classroom, social studies teachers must use a variety of modifications
and technology in order to accommodate students with special needs.
Having now examined much of the theoretical and legislative
framework for inclusive social studies classrooms, let us seek to
discuss some of the practical ways social studies teachers can modify
their curriculum to meet students differing needs.
Modifications and Technology
The inclusive social studies classroom must be prepared to deal
with all kinds of disabilities. In any given class there is the potential for
a variety of different learning problems to be present including: ADD
and ADHD, low-level reading skills, low level writing skills, processing
problems, memory disorders, spoken language problems,
organizational issues, and behavioral and social deficits. Modifications
for these various learning disabilities can include textbook
modifications, writing modifications, memory strategies, organizational
strategies, and active involvement (Steele, 2007, p. 60-62). Let us now
look at some specific ways that these modifications can be applied.

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Firstly, let us start with the use of social studies textbooks. Since
textbooks often serve as the basis of much social studies instruction, it
is important that teachers show their students how to use them
properly. This means making students aware of text organization and
structure in order to boost comprehension. Furthermore, teaching
students how to highlight, outline, and create study guides can help
them to more easily access information presented in textbooks.
Furthermore, textbook adaptations may prove necessary for students
with reading disabilities. These adaptations could include: audio texts,
enlarged print and brail versions, and simplified and modified text
(Mastropieri & Scruggs, 2000, p. 387).
In addition to textbook instruction, inclusive social studies
teacher should provide their students with content-enhancement
devices to increase recall and comprehension. These can include:
graphic organizers, diagrams, visual-spatial displays, study guides,
time lines, concept maps, and mnemonics. After assigned readings,
comprehension can be reinforced with reviews and summaries of
readings, peer practice, and extra help (Mastropieri & Scruggs, 2000,
p. 387). Teachers can also greatly enhance the effectiveness of
textbooks by providing interesting, informative, and interactive
supplementary material. Technological advances and the prevalence of
the Internet in todays classrooms can provide a fantastic tool for
finding and incorporating supplementary materials in your lesson

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plans. Let us look at some of the ways technology can be used in the
inclusive social studies classroom setting.
The potential of technology such as smartboards, iPads, and
laptops in social studies classrooms is just now beginning to be
realized. Multimedia presentations can really bring material to life.
Moreover, the incorporation of audio, video, and interactive material
can bolter the comprehension of students with reading and writing
disabilities. The use of iPads, especially, can be helpful to students on
the autism spectrum. According to the Autism Spectrum Disorder
Foundation (ASDF), iPads offer portability and flexibility that a
traditional PC or laptop cannot provide since it utilizes a
touchscreen, the iPad is more accessible for children who have learning
or coordination difficulties (ASDF, 2012). The use of assistive
technologies can also be useful for a group of students this report has
not, as of yet, discussed very much those with physical disabilities.
In addition to students with specific learning disabilities or
behavioral issues, IDEA also applies to the accessibility of schools to
students with physical handicaps. In order for schools to accommodate
students with physical disabilities, certain steps must be taken. These
include: providing hallways and aisles wide enough to accommodate
wheel chairs and other handicapped mobility, as well as making sure
that instructional materials are modified so that they are easily

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viewable for these children and all physical materials necessary are
easily accessible (Mastropieri & Scruggs, 2000, p. 85). Moreover,
assistive technology such as speakers or hearing aids for students with
hearing impairments, voice to text for students with physical handicaps
and writing issues, and audio and brail texts for those with visual
disabilities are all necessary elements of an inclusive classroom
(Mastropieri & Scriggs, 2000, p. 100). With so many different
modifications and adaptations necessary for students with learning,
behavioral, and physical disabilities it can be challenging to have an
inclusive classroom, however, if done correctly it can benefit everyone.
In the next section, we will examine some of the benefits and barriers
to mainstreaming and inclusion.
Benefits and Barriers
While inclusion is a good thing to have in any general education
classroom, the fact that social studies is such an inclusive field of study
it is only appropriate that the social studies classroom should be an
inclusive environment. By promoting an inclusive classroom a social
studies teacher is instilling students with the same acceptance and
respect of others, that social studies as a subject should be
encouraging. Furthermore, the inclusive classroom allows students to
learn from each other in a way that makes them more appreciative of
everyones differences and contributions. Through the use of peer

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assistance, peer tutoring, and cooperative learning techniques, this
kind of inclusive setting can be encouraged (Mastropieri & Scruggs,
2000, p. 196).
This being said, there are certainly challenges and barriers to
creating this type of inclusive classroom. One difficulty can be ensuring
that all learners are adequately challenge from the students with
learning disabilities to the gifted and talented students and all those in
between. However, Mastropieri points out that the use of cooperative
learning can be effective in accomplishing this goal. Using cooperative
methods students with a variety of disabilities were shown to perform
better than in a non-inclusive environment (Mastropieri & Scrugss,
2000, p. 195). Moreover, high achieving students are able to achieve
greater depths of knowledge by tutoring their peers in social studies,
allowing them master the material in a way they would not otherwise.
A further barrier to an inclusive classroom is peer acceptance
and encouragement. Special needs students can experience a great
stigma. It can be a delicate task to attempt to include students with
special needs in a way that their needs are met but they do not feel
singled out. Again the use of the strategies of collaborative learning,
peer assistance, and peer tutoring can be good for this. Especially if
these elements are incorporated in to the class, one example would be
having regular peer-tutoring sessions in which students switch off

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between being the teacher and the student. By using methods that
encourage student integration while reinforcing knowledge and helping
students with special needs the barriers to an inclusive classroom can
be overcome. However, it is important to understand that everyone
must play a role in inclusion from the administration, to the teachers,
to the support staff, to the students and their families. In the next
section we will look at the role of educators and families.
Roles of Educators and Families
In the inclusive social studies classroom both educators and
families play a role. Let us first examine the responsibilities of the
social studies teacher. Social studies teachers, like any other general
education teacher has certain responsibilities with regards to their
students with special needs. These responsibilities with regards to the
classroom is to:

Provide day-to-day instruction

Identify possible special needs
Member of the pre-referral assistance team
Communication link with colleagues
Member of multidisciplinary team that writes IEP
Liaison to parents (Friend & Bursuck, 2006, p.35)

With regards to communication among the other education staff their

responsibilities include:

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Maintain an open line of communication with the special

education teachers about necessary accommodations for

students receiving special services

Make clear the expectations, role, and function of the

paraprofessional assigned to a general classroom

Provide feedback to paraprofessionals about job performance

Finally, with regards to parents the inclusive social studies teacher

must:

Meet with students families during parent/teacher conferences

Keep parents informed childs participation and progress in their

class
Attend IEP meetings as needed (McLellan, 2014, p. 2-3)

Just as the social studies teacher has certain roles and

responsibilities so, too, does the students family. Parent involvement
in their childs education is important; this is especially the case for
parents of children with special needs. A parent should be proactive in
advocating for their children and make sure to get in touch with their
childs educators early in the year to make it clear to them the goals
and modifications laid out in their childs IEP plan. This way a teacher
can know what to expect. A students family must also be sure that
they maintain this dialogue with their childs teachers throughout the
school year and keep themselves apprized of the good and bad
developments taking place with their child. Finally, parents must work
to aid their children and reinforce the instruction and strategies for
overcoming their disabilities that they learn at school.

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Conclusion
In this report we have sought to understand the legal and
theoretical framework of mainstreaming and inclusion within the social
studies classroom, then build upon that by discussing the practical
application of these elements. We began by examining the legal
foundations for educating students with disabilities, looking at IDEA
and NCLB and their impact upon the social studies classroom. From
there we moved on to Common Core State Standards and National
Council for the Social Studies Standards and how they effect the way in
which a social studies teacher must set up an inclusive classroom.
Once we established these theoretical underpinnings we moved on to
the practical aspects of this policy. We looked at modifications and
technology that can be applied to the social studies classrooms. Next
we addressed the benefits and barriers of inclusion. Finally, we
discussed the roles and responsibilities of both educators and families
in creating an inclusive classroom. Ultimately, we saw that establishing
an inclusive classroom requires a great deal of modifications and
strategies to do well. Overall, we determined that despite the
challenges to creating an inclusive classroom, in the end, it benefits
everyone involved.

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References
Aron, L., & Loprest, P. Disability and The Education System. The Future
of Children, 22, 97-122. Retrieved June 30, 2014, from
http://files.eric.ed.gov/fulltext/EJ968439.pdf
Autism Spectrum Disorder Foundation. (2012). Why the iPad Is Such a Helpful Learning
Tool for Children with Autism. Schererville, IN. Retrieved August 3, 2014 from
http://www.myasdf.org/site/media-center/articles/why-the-ipad-is-such-a-helpfullearning-tool-for-children-with-autism/
Common Core State Standards. (2007). Maine Learning Results Social Studies.
Retrieved July 13, 2014, from
http://www.maine.gov/doe/socialstudies/documents/ss102207.pdf
Friend, M., & Bursuck, W. D. (2006). Including Students with Special
Needs: A Practical Guide for Classroom Teachers.
Mastropieri, M. A., & Scruggs, T. E. (2000). The Inclusive Classroom:
Strategies for Effective Instruction. Upper Saddle River, N.J.:
Merrill.
McLellan, K. (2014). Communication Activity: Roles of General
Education Teachers, and Paraprofessionals in the Education of
Students with Special Needs.
National Council for the Social Studies. (2002). National Standards for
Social Studies Teachers. Silver Spring, MD. Retrieved July 20,

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2014 from http://downloads.ncss.org/NCSSTeacherStandardsVol1rev2004.pdf
Steele, M.M. (2007). Teaching Social Studies to High School Students
with Learning Problems. Social Studies, 98(2), 59.