How routines, rituals and rites of passage are foundations of an inclusive classroom
For many families, especially those whose children are disabled or neurodivergent, September is a daunting time. Children often find themselves in a classroom with new faces, spaces or routines.
For many families, especially those with disabled or neurodivergent children, September can be a challenging time. Moving into a new classroom with unfamiliar faces, spaces, and routines can be overwhelming. While the traditional "three Rs" of teaching (reading, writing, and arithmetic) are crucial, creating an inclusive classroom culture also requires focusing on three additional "Rs": routines, rituals, and rites of passage.
These elements are often discussed in classroom management strategies but are essential for fostering a sense of community and belonging among diverse learners. This article explores how these seemingly simple structures form the foundation of an inclusive learning environment.
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