Different Paths, Same Classroom: The Power of Inclusive Teaching

In a rural Guatemalan classroom, one child is lost in a book, quickly flipping through the pages. Next to her, another child carefully studies the first page, trying to understand the story through its pictures because he’s still learning to read. 

These two students are the same age and in the same class, but they learn in very different ways. 

Every child is unique. But this is especially true in the public schools where Global Learning Exchange Initiative (GLXi)-trained teachers work.

Inclusion in the Classroom: Teaching to Different Skill Levels and Learning Abilities

Not all children learn in the same way or at the same pace. When it comes to reading and writing, some pick up these core skills more easily, while others need more time or support.

One of the greatest challenges for teachers in public school classrooms, particularly in elementary school, is finding materials and resources that support all students, regardless of skill or ability. That’s where GLXi comes in.

“GLXi trains teachers to teach all their students, regardless of whether they read quickly, slowly, or if they speak another language before learning Spanish,” said Jaime Vielman, GLXI Executive Director. “Teachers are provided strategies to identify needs, adapt their teaching methods, use simple and varied materials, and build confidence in every child.”

GLXi’s programs, including the Open Books, Open Minds (OBOM) and Open Minds in Action, use the Universal Design for Learning (UDL) method. 

UDL focuses on planning inclusive activities that match different learning styles, such as visual, auditory, and hands-on, while also considering each child’s interests and developmental level to help them learn better.

Adapting Lesson Plans for Inclusive Student Success

GLXi trains teachers to support students with different abilities by showing them how to plan lessons that work for everyone. 

With GLXi’s help, teachers learn to use alternative strategies, such as games, guided reading, and small group activities. They also receive flexible materials that can be adapted to each child's level without making anyone feel left out. 

Teaching strategies focus on meeting students where they are, recognizing their growth without making them feel different or less capable. 

Since reading and writing are key to all subjects, helping students at the right level supports their success across the board.

“For students who struggle more, we add supplementary materials like flip charts, graphic reading, educational videos, songs, manipulatives, and games to help them meet the required competency, based on their needs and interests,” said Evelyn Najera, multigrade teacher, Escuela Oficial de Párvulos Caserío El Escobal. “Each student’s level of understanding is different.”

Giving All Children The Opportunity to Learn

Working primarily with teachers in rural, low-income areas, GLXi provides tools and training to support children with reading or writing difficulties, such as those with dyslexia or language problems. 

Teachers are trained to be patient, observant, and adaptable in their teaching methods. While they don’t replace specialists, GLXi-trained teachers make a significant difference by guiding children, their families, and future teachers. 

“These resources, combined with playful and sensory strategies, fostered active participation, skill development, and a personalized educational experience,” said Mrs. Najera.

Using the UDL framework, teachers plan activities that include all students by recognizing different levels of understanding and making the classroom more accessible. 

To help every child succeed, teachers need the right mix of tools and skills. Important skills include creativity, flexibility, organization, empathy, and knowledge of child development. These skills help teachers create fun, meaningful activities that match each child’s learning style and pace.

“Part of our role as educators means acknowledging that students come from diverse backgrounds, cultural, linguistic, social, or with different physical or mental abilities,” said Andrea Tumax, GLXi Psychopedagogical Intervention and Evaluation Coordinator. “It’s not just about having different books; it’s about teaching in a way that enables all children to learn, no matter their starting point.”

Providing Inclusion and Accessibility to Students with Special Needs

In most public schools in Guatemala, students with special needs learn alongside other students. 

Few schools have special programs or trained staff, so it's important that teachers know how to include everyone. Some regions have “integrated classrooms,” where teachers identify learning or language challenges and spend one or two days a week helping each child. 

In Mrs. Najera’s class, for example, a student with special needs takes part in all classroom activities alongside his classmates.

“I believe he feels comfortable and integrated,” Mrs. Najera said. “Overcoming these challenges has involved support from the parents, maintaining communication with them, and inviting them to collaborate in the classroom. Parents are guided on how to support their child at home to make the teaching and learning process easier.”