The introduction of inclusion policies and legislation within the classroom requires teachers to reassess their learning environments to accommodate student diversity of our classes. As a teacher, it is our responsibility to set up our learning environment to maximize student learning and teaching, providing various strategies to accommodate our students' differences. As an educator, I believe it is important to create a learning climate in and around your classroom. An environment in which students feel that their opinions are taken into account and valued (Chapman and King, 2005). By creating an open and caring environment, students are more likely to take risks and understand that it is okay to fail and try again. This ability to learn from mistakes and move forward is a vital life skill, and one that students will find valuable both inside and outside of the classroom. Building on the learning climate within the classroom, it is essential that teachers take the time to learn from their mistakes and move forward. building relationships with their students, developing a recall and level of respect while getting to know students' strengths and weaknesses as well as their interests. By taking the time to get to know students, teachers are able to respond to students' likes and dislikes as well as their ability levels by adapting classroom materials and procedures (Campbell, Gilmore, & Cuskelly , 2003), thus creating a more enjoyable and successful learning outcome. Extending to relationships, the partnership between teachers and parents/guardians and teachers and teachers can be a rich source of information and play an important role in the development of an inclusive school. By creating a sense of community, these support networks...... middle of paper ...... within the classroom. Works Cited Ashman, A. and Elkins, John. (2009). Education for inclusion and diversity. Malaysia: Pearson Education Australia. Campbell, J., Gilmore, K. and Cuskelly, M. (2003). Changing preservice teachers' attitudes toward disability and inclusion [Electronic version]. Journal of Intellectual & Developmental Disability, 28, 3690379. Retrieved March 8, 2010, from Learning at Griffith. Chapman, C. and King, R. (2005). 11 practical ideas to guide teachers towards differentiation (and an evaluation tool) [Electronic version]. ProQuest Education Journals, 26, 4. Retrieved March 27, 2010 from Learning at Griffith. Pisha, B. and Coyne, P. (2001). Smart from the start. The promise of universal design for learning. [Electronic version]. Remedial and Special Education, 22, 4. Retrieved March 26, 2010 from Learning at Griffith.