THE TEACHER'S ROLE IN CREATING INCLUSIVE CLASSROOMS: BEYOND CURRICULUM ADAPTATION

Abstract

This article examines the teacher’s role in building inclusive classrooms beyond mere curricular accommodation, understanding inclusion both as a right and as school improvement. Through a document review and a theoretical–critical analysis of pedagogical evidence, it argues that inclusive quality depends on planning for diversity from the outset rather than correcting ex post. It proposes a framework for teacher action that integrates: Universal Design for Learning (UDL); formative assessment as the hinge of instruction; co-teaching and multi-tiered systems of support; care for the socio-emotional climate; social and culturally sustaining pedagogy; as well as the implementation of digital accessibility criteria. Building on this framework, an operational proposal is set out along three strands: the first is ongoing professional development focused on UDL, assessment, and co-teaching; the second involves designing learning experiences and inclusive assessment with clear goals, multimodal materials, and gradual scaffolding; and the third relates to shared responsibility, belonging, and multi-tiered supports that can keep students in their general education classroom. The analysis concludes with a minimum viable itinerary consisting of planning each unit with UDL, collecting periodic evidence to inform instructional decisions, and reserving protected time for co-planning, as well as with enabling institutional conditions such as instructional leadership, accessibility audits of digital resources, and a system of indicators that measures participation, belonging, and progress.