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Inclusion in schools
Learning in an inclusive environment
Promote inclusive teaching and learning
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Recommended: Inclusion in schools
I believe that as a teacher there will be two initial steps that I will need take in order for me to successfully offer students in my classroom an education that is accessible to all. First I will need to acknowledge that all students’ are unique individuals and that their emotional, educational, social and physical needs are diverse and will require differentiated approaches. Secondly, I need to have an attitude that values diversity and know that all students will have talents, abilities and the capability to learn. The learning environment is one of the most important attributes of the teaching-learning context, therefore, teachers must put a lot of thought into the planning and designing stages of setting up a classroom. Teachers need to ensure that both the physical and emotional aspects of the learning environment are safe and welcoming. I would ensure that all students have full access to all of the activities and resources in the classroom. For example, I would make sure that any students with visual impairments were seated at an optimal position to see the board. I believe that by creating an accessible environment and ensuring that the students have an active role in the organization of the classroom it will encourage the feeling of independence and belonging. For students to feel emotionally secure teachers will need to ensure that students have the required functional skills and appropriate social development to fully participate in all of the designed learning experiences. When creating a classroom environment teachers need to be aware of the many barriers that may affect learning. Curriculum is said to one of the main barriers to creating an inclusive learning environment. For example, if a teacher expects all... ... middle of paper ... ...ties that I might face. Works Cited Ashman, A. & Elkins, J. (2009). Education for inclusion and diversity. French Forest , N.S.W: Pearson Education Australia. Cramer, S. & Stivers, J. (2007). Don’t give up! Practical strategies for challenging collaborations. Teaching Exceptional Children,39(6),6-11. Lewis, G., & Batts, L & K. (2005). How to implement differentiated instruction: Journal of Staff Development, 26 (4), 26-31. Pisha, B., & Coyne,P. (2001). Smart from the start: the promise of universal design for learning. Remedial and Special Education,22(4), 197-203. Shaddock, A., Giorcelli, L., & Smith, S. (2007). Students with disabilities in mainstream classrooms: a resource guide for teachers. Canberra:ACT. Retrieved from http://www.dest.gov.au/NR/rdonlyres/D3113371-7E2C-49FE-8017-8495030736BF/19755/InclusiveClassroomTeacherResourceFinal1.pdf
Flores, M. M. (2008). Universal design in elementary and middle school: Designing classrooms and instructional practices to ensure access to learning for all students. Childhood Education, 84(4), 224–229.
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)
It is essential that all students have access to a quality education and an inclusive education system should meet their diverse needs. The Victorian Department of Education and Early Childhood Development [DEECD] (2014) stipulates that education providers must make ‘reasonable adjustments’ to support students with disabilities to comply with the standard. Graduate teachers should also demonstrate an understanding of legislative requirements and be able to identify teaching strategies that support the involvement and learning of students with disabilities (AITSL, 2014). They should understand the importance of focusing on what a student with a disability can do and work with the student’s strengths. A graduate teacher should know what resources, agencies and assistive technologies are available to support the learning needs of a student with a disability.
It is my strong belief that each child is entitled to a safe, secure, stimulating and caring learning environment. I always believed that each child is a unique individual with much curiosity and many academic, social and emotional needs. Children need our support in order to mature emotionally, intellectually, physically, and socially. As a teacher, one should aim to help students in fulfilling their dreams to become successful and educated individuals. We must provide them with a safe learning environment for their learning to succeed.
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”.
The space and area in which a child is learning must be accommodating to all of their needs. A responsive environment is a space of any size that is set up and presented in a manner that promotes social-emotional development, physical development, spiritual development, intellectual/cognitive and language/literacy skills. It is important that the class or room promotes a healthy learning environment which allows the children to be independent while still pushing their skills and abilities. Environments are able to shape and direct a child’s learning experience, “We now know that the environment is a valuable teacher if it is amiable, comfortable, pleasing, organized, clean, inviting and engaging…This is true of floor space, ceiling, and wall space” (Krentz, Emerita, & University of Regina, 2013, p.44).
...Elkins, J. (2008). Education for Inclusion and Diversity Third Edition. Frenchs Forest, NSW: Pearson Education Australia.
History has shown that when pushing for more changes in curriculum models to include inclusion, the benefits are apparent for all students in the classroom. However, inclusion is not a one size fits all solution. Some students cannot work in the same classroom as other students, as there are too many distractions created by their peers. Other students may excel in an inclusive setting. Learning and working in the same classroom with peers helps them learn valuable academic and social skills. Each child has to be evaluated on an individual basis to decide optimal placement of inclusion variation (??? ).
...ated a more effective education system. It is expected that diversity in the classroom continue to change and therefore change how teachers educate their students.
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
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.
Parents always want the best for their children, and most importantly, they want the best education and the best environment. Deciding which school to place their child to get an education can at times be a hard decision. Education in general is a form of learning where the knowledge, skills, and habits of a group of people are carried from one generation to the next through teaching, training, or even research. There are many types of education that schools offer to use in the classroom and inclusive education is one of them. Inclusive education in the classroom is incorporating students with disabilities in all, or some of the day, in a classroom with students without disabilities. Inclusion of students that have learning disabilities into regular general education classes has become a priority in many school districts. Many reasons supports providing opportunities for students with learning disabilities; to learn and interact with their peers that do not have disabilities, learn age- appropriate social skills, they’re more independent and acquire developmentally advanced skills, and develop friendships. The general education classrooms affect the achievement of the students as well as the social behavior. Placing disabled students in these classrooms affects many aspects of not only their lives, but the teachers and other students as well.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
In Australia, teachers must be familiar with the many federal and state laws, regulations, and frameworks, which apply to inclusive education. At a national level, the following Acts and Standards protect students: the Commonwealth (Cwlth) Anti-Discrimination Act 2004; Cwlth Disability Discrimination Act 1992; Racial Discrimination Act 1975; Cwlth Sex Discrimination Act 1984; Human Rights Commission Act 1986; Australia’s ratific...