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The importance of inclusive teaching resources
The importance of inclusive teaching resources
The importance of inclusive teaching resources
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The INCLUDE strategy is based on the application of applying an individualized method for students with disabilities. The characteristics include providing the teacher with an organized way to provide accommodations that fit the student’s needs and ability. The INCLUDE strategy is intertwined with the Response-To-Intervention method (RTI). The INCLUDE strategy is grounded in the presumption that the teacher and student relationship is vital to the success of the student. Additionally, the INCLUDE strategy allows the teacher to examine the student's needs and abilities as it relates to the classroom setting and implement practical accommodations. The INCLUDE strategy includes features of the universal design and differentiated instruction (Friend, & Bursuck, 2012). …show more content…
Placement accommodation would consist of two hours each day in a special education class, and the rest of the day Johnathan would be placed in a mixed-skills group in the general education class. The mixed skill group strategy would allow Johnathan and other students to work together on instructional material. An added benefit is the improvement of his socialization skills with his peers (Friend, & Bursuck, 2012).
The instructional material that may assist Johnathan in the academic area is the use of the published text. The published text is utilized to grasp the basic skills needed for reading, arithmetic, and other subjects. One of the strategies that a special education teacher might use is highlighting only the important points in the textbook. In addition to utilizing the published text, the teacher can incorporate assertive technology such as overhead projectors and laptops (Friend, & Bursuck, 2012).
Learning Strengths and
It is required that the student be placed in the setting most like that of typical peers in which they can succeed when provided with needed supports and services (Friend, 2014). In other words, children with disabilities are to be educated with children who are not disabled to the maximum extent appropriate. Removal may only occur when education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily (Yell, 2006).
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
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 INCLUDE strategy is based on the theory that what takes place in a classroom can either lessen the impact of student learning or increase it, making adaptations necessary to change, or modify student learning behavior. By evaluating a student’s learning needs and styles, and the demands of the classroom environment, a teacher can accommodate most students with special needs in their classrooms. (Friend & Bursuck, 2006)
Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive Education: What Makes It a Good Education for Students with Moderate to Severe Disabilities?. Research and Practice for Persons With Severe Disabilities (RPSD), 32(1), 16-30.
The majority of students with disabilities should be in an inclusive setting. These students are generally placed based on the Least Restrictive Environment (LRE). Furthermore, the majority of these students are able to keep up academically with their peers, even
The novel Good Strategy/ Bad Strategy by Richard Rumelt was published in 2011 as a response to the lack of strategy the author witnessed around him. In the introduction, Rumelt explains that strategy is not limited to businesses, but is a course of action that all entities should be accountable for. This lack of accountability and awareness of true strategy urged Rumelt to discuss the difference between good strategy and bad strategy (hence the title), and how the ladder of the two causes inefficiency and stunted growth in all aspects of society.
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.
Likewise students with learning disabilities have not been able to accomplish the level of low achieving of children that are not disabled. In the manual, Assessing Special Education Students (ASES) Van De Zande. J and Lazanes, S (2011) Explains accommodations are procedures and practices that can ensure that students, parents, and educators have a right measure of what students with disabilities can do, for them to understand well what the inclusion program is about and how it works. According with Foley, R. M. (1999) accommodations for children with special needs begin in the classroom to assure that students with special needs are engaged in based instruction
The administrator that I spoke to wrote in a fax "the Special Education classes are transitioning into study skills classes so the teacher can provide additional help and support for the student to succeed in the regular class environment. During the four or five periods, when the teachers and instructional aides do not have students assigned to them, they are providing support for their students in the regular education classroom. The level of support is directly related to two factors: 1) What the student needs to be successful. 2) What the teacher needs to help the student succeed. So the support provided by the teacher may be provided daily in the regular education classroom, in the form of helping the student take notes, monitoring behavior, doing a lab activity, etc. The support may also take the form of weekly program checks with the regular education teacher, modifying and/or adopting curriculum, or teachers meeting informally to talk."
The idea of inclusion within a classroom tends to breed controversy from many people. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). There are many different views on how students with disabilities should be handled. Those views ranged from students being fully included, partially included, or not included at all in mainstream schooling. Different descriptions of inclusion tend to reflect the person's own opinions towards it. People who feel students should not be included in the classroom focus on the negative characteristics of inclusion, such as the challenges of developing plans for students as well as the hard work it requires to incorporate those plans. However, studies show that full inclusion has many benefits to the students, for both students with disabilities as well as students without them. Inclusion has shown to improve the student's social skills, encourage communication, inspire laws and regulations, and improve the overall schooling experience (Gargiulo, 2012). Although it will take longer then some would like or have the patience for, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
This report provides an analysis and evaluation of strategy implementation used by California Pizza Kitchen (CPK) and discusses the effectiveness of their strategy through organization design, control systems, people and culture. My research concluded that CPK relies on control systems to undertake a majority of the company’s operational activities and that human resources and organizational culture must support the strategy implemented, which it does in in the case of CPK.
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
Being a CEO is proven to be much more difficult than trying to become one. Over the last few months we have been examining the reasons behind the successes and failures of some great CEO practitioners. It seems that, despite the different managerial styles, great CEOs employ some common techniques. The following pages contain the golden rules of successful business leadership.
Accommodations will help students achieve these academic goals, which can be instructional or environmental changes that help students to successfully understand and respond to the regular curriculum. These kinds of accommodations may be a change of seating in the classroom, sitting up front during story time or allowing more time on an exam. For example, a child who may have dyslexia needs to have an additional 20 minutes on exams, or have test questions and answers read to them aloud. These are accommodations made in order for the student to have the best chance of success. A student, who does not have a learning disability, doesn’t need those accommodations and would not necessarily benefit if they were given to