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Teaching strategies for inclusive education
Inclusive teaching and learning
Inclusive learning explained
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Recommended: Teaching strategies for inclusive education
A) Using academic referencing and a maximum of 750 words: Define what is meant by an inclusive learning and teaching environment Inclusive learning is when different strategies are used to approach the needs of the students, who come from different backgrounds, with different learning styles and they also have different abilities. There are different aspects of inclusive learning. For example you will be able to connect and engage with a variety of students or learners within the class. Another aspect is that the students or learners will feel comfortable in the classroom environment to voice their opinions/ideas/suggestions. Another aspect or benefit is that students are able to connect with the course materials that are relevant for them. …show more content…
From my evalutation and observation from my tutor I was told that my personal strengths is that I am organised and I meet the needs of my learners by using the correct media. For example I use all the correct media to produce really good lessons and lesson plans. An example of this is when I use the internet to use prezi, and create professional presentations. I also communicated with other learning professionals to meet the learner needs and encourage my profession to my students. I inspired them to take a career in ICT, as my lessons have been really good and they enjoyed it. D) Using your reflective log highlight sections that show: How you have reviewed your own practice in planning to meet the needs of your learners (402:6) How you have analysed ways to improve your own practice in planning to meet the needs of your learners. (402:7) Date of Entry Date and nature of activity Reflection Feedback received from peers, teacher or learners Development points How and when changes/improvements …show more content…
I could also make a sheet with all the data showing the progress that I have made. I did a lot of things to meet the needs of my learners, by offering incentives and also extra classes for support. When the students in my lesson and class were asked if their needs were met, they replied saying that they found it more interesting in my class. They said that the environment was also another good thing that allowed them to learn more. You can see this from the average grading from my students; the grades are much better than before. One of the developments that could be made was that I could include a bit more advanced ICT level work so that it broadens their horizon. I will make more ICT sessions available with advanced levels of work so that they could learn
The movement for inclusion in education has advanced since the years of special schools for children with disabilities. Although there have been significant changes to the laws protecting the rights of children with disabilities there remains an underlying debate as to whether these children should be in main stream classes. Most states and territories in Australia practice inclusive education, however this remains a contentious topic with differing attitudes. It is evident whilst many challenges remain, schools should implement and deliver quality programs that reflect best practice policies. Positive teacher attitudes, promoting diversity, modelling inclusion in the classroom and developing a sense of community by working in partnerships
Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003)
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
The implementation of policy and legislation related to inclusive education, thus being a focus on the diversity and difference in our society (Ashman & Elkins, 2009), would have vast implications on the way society views that which is different to the accepted “norm”.
In order for inclusion to be implemented properly it is important that teachers, parents, and administrators to know the definition of inclusion. An inclusion program means that the student spends all or most of their school time in the general education classroom rather than a self-contained classroom. However, the students will still receive the support and interventions they would have received in a self-contained classroom. There are different types of inclusive classrooms where different types of teaching occur. There is co-teaching where there is both a general education teacher and a special education teacher that co teach. Both will work with students that have an individualized education plan (IEP) and the student will receive more support. In addition, an inclusive classroom can have a general education teacher but has the special education teacher as a resource or aid, which qualifies as a collaborative model of inclusion.
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
The following reflection will discuss my evolving knowledge and understanding about how the curriculum can be modified and adapted to provide effective learning experiences and teaching strategies that are inclusive of all students. I will also reflect on some of the advantages and difficulties that may arise as a result of implementing these teaching and learning strategies.
In this essay I will reflect upon the inclusive learning environment, i intend on reflecting this by researching, reading, extending my own knowledge and a recent exemplar visit. The main issues i have chosen to cover throughout this essay are inclusion, children’s learning and the environment. Issues i will also cover are Special Educational Needs (SEN), Every Child Matters (EMC), Diversity and legislations. I intend on doing this by arguing, analyzing and discussing the inclusive learning environment. Inclusive learning environments can be varied from the school environment to the home environment. Both having a significant impact to a child’s learning. The environment within schools needs to be stimulating, creative and enjoyable for all children to learn in. Effective classroom organization, interaction between both staff and children are essential to the inclusive learning environment.
Education systems and services are integral to setting up a learning environment that maximises teaching and learning. I agree with Munro (2009) that being aware of what services, programs and support staff are available will be of great benefit to the learning environment, students and professional learning. I believe that adopting individual education plans, students learning profiles and modifying the curriculum can reduce the concern that some researches express that students are still being segregated from the classroom environment due to their “special learning needs”. These concerns are reduced by developing practices and adaptions that promote inclusion. I also believe that it allows for continual monitoring of students learning and progress and encourages critical reflection of teaching practices. Material and human resources that education systems provide encourage further professional development and practical ways to make adjustments and adaptions to classroom practices. I believe with the support of these systems inclusive education can be integrated seamlessly into my daily practice.
Inclusion requirements as discussed in the Florian articles In Jennifer Spratt and Lani Florian’s article applying the principles of inclusive pedagogy in initial teacher education: from university based course to classroom action, Florian and Spratt discuss the inclusion requirements to be seen from a view point of inclusive pedagogy , which is a method of teaching that integrates dynamic practices and learning styles, multicultural content, and varied means of assessment, with the goal of promoting students academic success, as well as social , cultural, and physical well-being. Florian argues that the action of the class teacher should aim to extend what is generally available in the classroom to everyone, taking into account that there
I've just changed completely from when I first (entered school). I used to take this little African body and force it into this European square peg. And you know, it didn't work. I kept trying to do it and trying to change who I was and tried to fit in. . . . When I finally decided to be the person that I am, I started feeling more comfortable. (Taylor 1995, p. 84).
“What does inclusive education mean for me as a teacher in 2014 and beyond? “
All students with a disability are entitled to an education whether in a diverse classroom setting or not. ACARA (2016) acknowledges the obligation as a training and education provider to support the students and also the rights of students with a disability. Students with disabilities should be allowed to participate in educational activities on the same basis as students without a disability (ACARA, 2016). Inclusive strategies help students with disabilities to contribute in learning experiences. By making adjustments to assessments tasks and activities without changing or adjusting how it is marked or judged.
...nable new avenues of learning for students and gives students more responsibility in their own learning and allows them the opportunity to put this knowledge into practice. These possibilities can have a positive effect on student performance and achievement. Enhanced teaching will be achieved along with better student performance.
My strengths are the ability to interaction with students. I will try to use my time to build positive relationship with individuals and keep record of their behaviors, characteristics and specific concerns. This will allow the students to trust me and allow me