- Expressive and perceptive languages: Language should be used to encourage the expression of students with special education needs. Involvement should also be addressed so as not to avoid the communication withdrawal of the class.
- Worth of class members: School communities should treat students with special education needs fairly - acknowledging that they are able to reach their full potential as with any other student.
- Celebration of diversity: Communities value diversity in their core beliefs and acknowledge the dignity of every student.

University of Notre Dame

Based on a study conducted by Raguindin, Custodio, and Bulusan (2021) involving interviews with educators, there are three dimensions helpful in understanding aspects of the inclusive environment:
- Engaging Environment
- Nurturing Environment
- Affirming Environment

Emergent Theory of an Inclusive Environment

Raguindin, P. Z. J., Custodio, Z. U., &amp; Bulusan, F. (2021). Engaging, affirming, nurturing inclusive environment: A grounded theory study in the Philippine context. IAFOR Journal of Education, 9(1), 113–131. https://doi.org/10.22492/ije.9.1.07 

Engaging, Affirming, Nurturing Inclusive Environment: A Grounded Theory Study in the Philippine Context

- High-standard learning outcomes: Educators should work to make students' academic responsibilities more attainable and specifically allow students with special education needs to find success by helping them reach their potential.
- Collaboration and communication: Parents, educators, and peers influence students' academic engagement, and as such, should work together to strive towards an engaging environment.
- Decision-making: Students with special education needs should be directly involved in academic and social decision-making pertaining to them, which allows them to be more involved and work alongside others.

An Engaging Environment

An Affirming Environment

- Interdependence: Ideally, the involvement of children with special education needs done through support: children supporting their peers, teacher supporting their peers, and parents supporting their children.
- Care for the needs of everyone: Students show awareness through sensitivity to the needs of their peers.

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