As a new teacher preparing to embark on what I hope will be a lasting and rewarding career in education, I want to create an inclusive, nurturing, and collegial climate in my classroom. I plan to ensure that all of my students feel valued and actively contribute to the knowledge, interactions, learning, and interests shared by the class. However, I understand that as a new, inexperienced teacher, I may encounter or unintentionally create barriers that undermine my vision of an inclusive classroom. Although there are systems operating in any school setting that can help or hinder inclusive practices, I believe it is my responsibility to ensure that every student in my care has high aspirations and experiences success at school, whatever the academic context. To give myself and my students the best chance of success in the classroom. I will try to learn as much as possible about each of them before setting up the learning environment. Current and comprehensive information about students' likes, dislikes, experiences, skills, understanding, and development is imperative to creating the best possible learning environment (Daniels & Perry, 2003). Communicating openly and often with stakeholders to help gather good information requires positive collaboration with families, staff, and most importantly, the students themselves. Frequent, focused assessments before, during, and after learning also provide data that supports the design of teaching and learning experiences that provide opportunities for each student to challenge themselves and advance (Koppang, 2004 ). Although time and effort are required to obtain this information, it can help avoid ill-adapted or misdirected educational efforts that waste valuable resources, contribute...... middle of article..... .amer, S., & Stivers, J. (2007). Don't give up! Practical strategies for stimulating collaborations. Teaching Exceptional Children, 39(6), 6-11. Daniels, D.H. and Perry, KE (2003). “Learner-centered” according to the children. From theory to practice, 42(2), 102-108. Koppang, A. (2004). Program mapping: developing collaboration and communication. School and Clinic Intervention, 39(3), 154-161. Mc Tighe, J. and Brown, JL (2005). Differentiated instruction and educational standards; Is relaxation possible? From Theory to Practice, 44(3), 234-244.Munro, J. (2008). Educational systems and services. In A. Ashman & J. Elkins (Eds.), Education for inclusion and diversity (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia. Pisha, B. and Coyne, P. (2001). Smart from the Start: The Promise of Universal Design for Learning. Remedial and specialized education, 22(4), 197-203.