Top 20 Interview Questions & Answers for Inclusion Teacher Roles - 2026

As an inclusion teacher, you play a vital role in creating inclusive and supportive learning environments for students with diverse needs. Your technical skills, interpersonal abilities, and understanding of different learning styles will be put to the test during your job interview. Use these top 20 interview questions and answers to showcase your experience and expertise in ensuring all students have equal access to education.

General Questions

• 1. Tell us about your previous experience as an inclusion teacher.
  In my previous role, I worked as an inclusion teacher for a diverse group of students with varying learning needs, including students with disabilities, English language learners, and gifted students. I collaborated closely with classroom teachers and adapted my teaching methods to meet the needs of each individual student. I also provided support for students outside of the classroom through accommodations and specialized instruction.
• 2. How do you handle challenging behaviors in the classroom?
  I believe that understanding the root cause of a behavior is the first step in addressing it. I always strive to build positive relationships with my students and create a safe and supportive learning environment. If a behavior arises, I use positive reinforcement and redirection techniques to address it. I also work closely with parents and other professionals to find effective strategies for managing challenging behaviors.
• 3. How do you assess and document the progress of a student with an IEP?
  As an inclusion teacher, I am trained and experienced in conducting assessments and using data to monitor students' progress. I also work closely with the student's case manager, classroom teacher, and parents to regularly review and update the IEP goals. I collect and document data on the student's performance, and I use that information to make necessary adjustments to their accommodations and instructional methods.
• 4. How do you handle conflicts with other members of the educational team, such as parents or paraprofessionals?
  In my experience, open and clear communication is essential in resolving conflicts. I always strive to approach conflicts with a non-judgmental and solution-oriented mindset. I actively listen and try to understand the perspective of the other person while also expressing my own thoughts and concerns. I also believe in the power of collaboration and teamwork, and I always strive to find common ground and work together towards a positive outcome.
• 5. How do you ensure all students feel included and valued in the classroom?
  Inclusion means providing equal opportunities for all students to participate and thrive in the classroom. To ensure this, I actively promote a positive and inclusive classroom culture by fostering peer relationships, encouraging student collaboration, and celebrating diversity. I also incorporate culturally responsive teaching practices and provide accommodations and modifications to meet each student's individual needs.

Situational Questions

• 6. What would you do if a student with a disability does not want to participate in a classroom activity?
  I would first try to understand the reason behind the student's reluctance to participate. It could be due to discomfort or lack of understanding of the activity. I would adapt the activity to make it more accessible and appealing for the student or provide alternative options for the student to participate. I would also collaborate with the student's support team to find effective strategies for encouraging participation.
• 7. How would you handle a situation where a parent disagrees with the accommodations specified in their child's IEP?
  I would first listen to the parent's concerns and try to understand their perspective. I would then explain the rationale behind the accommodations and how they support their child's learning and development. If the disagreement persists, I would involve the school's special education team to review the IEP and make necessary revisions to ensure the student's needs are being met.
• 8. Imagine you have a student who is struggling academically due to language barriers. How would you support them?
  First, I would work closely with the student's ESL teacher and use translation and interpretation services to ensure the student understands the classroom material. I would also provide visual aids and hands-on learning opportunities to support their understanding. I would also collaborate with the student's family to understand their cultural and educational background and use that information to inform my instruction.
• 9. What would you do if you noticed a student was being excluded or bullied by their peers?
  As an inclusion teacher, it is my responsibility to ensure all students feel included and respected in the classroom. I would address the situation immediately by talking to the student and their peers and using restorative practices to resolve the conflict. If the bullying behavior continues, I would involve the school's anti-bullying policies and involve the student's parents and the school's counseling team to provide support.
• 10. How do you handle a situation where a student with a disability requires an accommodation that is not outlined in their IEP?
  I would first consult with the student's case manager and other professionals involved in their education to understand the student's needs and the potential impact of the new accommodation. I would then work with the school's special education team to review and modify the IEP as needed to reflect the new accommodation. I would also document and track the student's progress with the new accommodation to ensure its effectiveness.

Behavioral Questions

• 11. Tell us about a time when you had to adapt your teaching methods to meet the needs of a student with a learning disability.
  In my previous role, I had a student with dyslexia who was struggling with reading and writing. I collaborated with the student's case manager and provided them with assistive technology tools, such as text-to-speech software, to support their learning. I also adapted my lesson plans to incorporate more hands-on and visual learning opportunities. As a result, the student's confidence and academic performance improved significantly.
• 12. Can you share an example of how you have successfully collaborated with a classroom teacher to support a student with an IEP?
  During a science unit, I collaborated with the classroom teacher to modify a lab activity for a student with motor impairments. We brainstormed different ways the student could participate, and I provided additional supports, such as adapted tools and one-on-one assistance. The student not only participated but also completed the activity successfully, which was a significant accomplishment for them.
• 13. How do you involve the student's peers in supporting their learning and inclusion?
  I believe peer relationships are crucial in creating inclusive classrooms. I regularly involve peers in classroom activities to promote collaboration and understanding. I also encourage peer support by pairing students with diverse abilities together for certain tasks and providing opportunities for students to share about their experiences and identities. This helps foster empathy and acceptance among all students.
• 14. Can you describe a time when you had to make a difficult decision regarding an accommodation for a student with a disability?
  In a previous position, I had a student with ADHD who was struggling with staying focused in the classroom. The student had an IEP that stated they could go to a quiet, alternative location when needed. However, they were often missing valuable instruction time. After consulting with the student's case manager and parents, I created a behavior plan that incorporated movement breaks and designated times for quiet, independent work. This solution proved successful in meeting the student's needs while also maintaining their inclusion in the classroom.
• 15. Share an experience where you had to advocate for an inclusive learning environment for a student with a disability.
  I had a student with a physical disability who used a wheelchair and had difficulty navigating the school's old building. I worked closely with the administration and facilities team to ensure the necessary accommodations were made, such as installing ramps and creating accessible pathways. I also collaborated with the student's parents to ensure they were comfortable and confident in their child's ability to move around the building. The student was able to attend all classes and participate in school activities without any barriers.

Technical Questions

• 16. What experience do you have with creating and implementing Individualized Education Plans (IEPs)?
  I have several years of experience working with students with IEPs. I am trained in conducting assessments, analyzing data, and using that information to develop effective IEP goals and accommodations. I also actively collaborate with parents, teachers, and other professionals to create and implement IEPs that meet the student's unique needs.
• 17. Can you explain the difference between accommodations and modifications?
  Accommodations are adjustments made to support a student's learning without altering the content or standards of a task or assignment. For example, providing a student with extra time to complete a test. Modifications, on the other hand, involve altering the expectations or standards of a task or assignment to meet the student's abilities and needs. For example, allowing a student to complete a shorter version of a reading assignment.
• 18. How do you ensure your lessons are accessible to students with different learning styles?
  I always strive to use a variety of teaching methods and instructional materials to support different learning styles. I incorporate visual aids, hands-on activities, and auditory supports to engage students with different strengths. I also encourage students to provide feedback and ask for clarification if they do not understand a concept, and I am always willing to adapt my teaching methods to meet their needs.
• 19. How do you stay updated on the latest trends and practices in special education and inclusive teaching?
  I am dedicated to continuous learning and regularly attend professional development workshops, webinars, and conferences on topics related to special education and inclusive teaching. I also actively seek out and engage with resources from reputable organizations such as the National Education Association and the Council for Exceptional Children. I also stay in touch with colleagues and participate in peer-learning opportunities.
• 20. How would you handle a situation where a student's IEP goals were not being met?
  I would first review and analyze the data to determine the reasons why the student's goals were not being met. I would then collaborate with the student's case manager and other professionals to make necessary adjustments to the goals and accommodations to better support the student's learning. If needed, I would also involve the student's parents and provide additional support, such as tutoring or specialized instruction.