Teachers who are working towards inclusive classrooms : (i) Create curriculum…

Inclusive education is the practice of adapting curriculum, teaching methods, and one's own attitudes so that every learner — regardless of ability, background, or difference — can meaningfully access and participate in a shared classroom. It rests on treating learner diversity as a resource to be drawn upon, not a problem to be managed, and it requires teachers to continually examine their own assumptions.

Checking each listed action against this idea: creating curriculum adaptations addresses access, incorporating diverse perspectives draws on diversity as a resource, and examining one's own implicit bias addresses the teacher's own hidden assumptions — all three are concrete, well-documented practices of inclusion-oriented teaching. Seeing diversity as an obstacle, however, frames learner differences as a problem rather than a resource, which is the opposite of the inclusive stance described above.

• Create curriculum adaptations — a genuine inclusive practice: it removes barriers in HOW content is taught.

• Incorporate diverse perspectives — a genuine inclusive practice: it draws on learner diversity as a resource in WHAT is taught.

• Examine their own implicit bias — a genuine inclusive practice: it targets the teacher's own hidden barriers.

• See diversity as an obstacle — not an inclusive practice: it treats learner difference as a deficit, the very view inclusive education is built to counter.

So the set of genuinely inclusive practices among those listed is exactly (i), (ii), and (iii).