This work aims to help bridge the gap between two approaches to classroom teaching - systematic (teacher-directed) instruction, which is found in most special education services, and constructivist (child-centred) instruction, which is often found in progressive general education. It starts by exploring the history and characteristics of these two methods and discovering how an integrated approach can support and advance inclusion in elementary schools. It also covers cultural diversity in the classroom, balanced literacy instruction, mathematics instruction, and the inclusion of students with challenging behaviour and/or severe disabilities.