Transcript Document

2nd INTERNATIONAL CONFERENCE
‘EXCELLENCE IN SCHOOL EDUCATION
INCLUSIVE
’
EDUCATION
Dept. of Management Studies
IIT Delhi
26th- 28th Oct’ 2010
Mrs Ismat V Ahmed
HeadMistress
Delhi Public School
Athwajan, Srinagar
[email protected]
INCLUSION
EDUCATION

As defined by UNESCO-the "transformation of schools and other
centers of learning to cater for all children.

The second meaning is still common but older and limits the scope
of inclusive education to differently-abled persons.

The term "differently-abled persons" indicates that disability is
not perceived as a deviation from the norm. The term "disabled
persons" might be misinterpreted to imply that the ability of the
individual to function as a person has been disabled.

Inclusion Edn :

When every child is welcomed and valued regardless of ability or
disability.
Giving every child the help s/he needs to learn.

Primary placement in age-appropriate grade level general
education classroom

Receive supports and services necessary to receive an effective
education
Children with
Challenging Behavior

Few conditions that helps explain why children can be
so unpredictable, uncooperative, angry and aggressive
are:

SpLD – Specific Learning Difficulties

(Dyslexia, Dyspraxia, Dyscalculia )

ASD – Autistic Spectrum Disorder

SEBD-Social, Emotional & Behavioral Difficulties

ADHD - Attention Deficit Hyperactivity Disorder

ODD - Oppositional Defiant Disorder

CD
- Conduct Disorder
The Top Four reasons
for Special Needs:
1) Make life more enjoyable and
manageable
2) Find the best help so you can
get a break
3) Include your child in many
community activities
4) Advocate more effectively for
your child
ANXIETIES :
•Transform education systems: must provide a flexible
curriculum responsive to differences among learners
•develop a support system to provide continuous and competent
guidance to stake holders- teachers, learners and parents.
•Education should cater to diverse learners.
•a challenge and enrichment, rather than a problem.
•Strengthen capacity of existing services rather than invent new
ones.
•Improve co-ordination - encourage partnerships.
•Need flexibility - different models in different settings .
Hurdles & Barriers
 Readiness
 Safety
 Special care
 Lack of programs
 Lack of knowledge
 Lack of commitment
Policies and Inclusion:
RESOURCES ESSENTIAL

To avoid harm to the academic education of students with
disabilities, a full panoply of services and resources is
required, including:

Adequate supports and services for the student

Well-designed individualized education programs(IEP)

Professional development for teachers involved.

Teachers to plan, meet, create, and evaluate the students
together

Reduced class size based on the severity of the student
needs

Professional skill development in the areas of cooperative
learning, peer tutoring, adaptive curriculum.

Collaboration between parents, teachers and administrators
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Sufficient funding so that schools will be able to develop
programs based on student’s need.
Classroom Strategies To Support
Inclusive Education:
 Multi-level instruction
 Cooperative learning
 Individualized learning modules
 Activity-based learning
 Peer tutoring
REASON OF UNRULY
BEHAVIOR: THE CHILD
 Specific Learning Difficulties- Dyslexia, for
instance – do not necessarily lead to challenging
behavior but they maybe a factor in contributing
towards frustration and poor self esteem in school.
 Similarly, level of intelligence might not be a direct
cause of impropriate behavior but it can be
contributory factor.
 Students with poor levels of emotional intelligence,
however, find it difficult for positive social interaction.
They struggle to share & are often inflexible,
especially under stress.
THE FAMILY:
 Overt family conflict, Divorced parents.
 Sibling rivalry
 Death of close relative
 Inconsistent and unclear discipline
 Hostile relationship or dejection
 Sexual or emotional abuse
 Alcoholism
 Personality disorder
 Health of family member
THE COMMUNITY
 Socio –Economic disadvantage
 Constant changes of circumstances
 Disaster
 Discrimination
 Homelessness
 Other significant life events
ATTENTION DEFICIT
HYPERACTIVITY
DISORDER
 CAN’T LEARN - ADHD:
 Has trouble in paying attention
 Fails to finish work he/she starts
 Trouble in completing assigned work

Spacey/ daydreamer
 Impulsive Actions & verbal responses
 Difficulty in staying organized
 Is restless/ overactive
 Losing and forgetting equipment
 Aggressive towards classmates
 Unable to follow instructions
OPPOSITIONAL
DEFIANT DISORDER
 WON’T LEARN- ODD :
 Argue with Adults
 Refuse and Defy
 Are Angry and Defensive
 Are Spiteful and vindictive
CONDUCT DISORDER
 DON’T CARE- CD :
 Destruction of people’s property
 Aggression to people / animals
 Deceitful- may break into people’s house,
car, building
 Steal items, con others into giving goods or
favours.
 Often truants from school (age 13 onwards)
 Stays out at night as defiance
 Runs away from home in protest.
Special Education IS. . .
…individualized supports that give kids with
disabilities the :
 extra help they need to learn from general curriculum.

Physical therapy

Language therapy
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Behavior plan
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Environmental accommodations
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Speech therapy

Curriculum adaptations

Communication board
Each student has an
IEP
 learning goals and objectives for the coming year
 the services and supports the student will receive
 accommodations for the student (different ways of
learning or responding)
 if and to what extent the general curriculum will be
modified for the student
 if and why the student will be out of the general
education classroom and away from non-disabled
students.
Blend of Curriculum
•There must be a connection between the
general curriculum objectives and this student’s
IEP goals and objectives.
• What the student will learn about each subject
the class is studying.
• Which and how many general curriculum
objectives are to be taught.
• Must make general curriculum objectives
functional and meaningful for this student.
FRIENDSHIP:
the strengthening bond
Inclusion – Making it work
 It’s not readiness
 It’s not finding the right program
 It’s not providing services
 It’s about support
‘Special children are generally sensitive.
They feel and understand that they are
different’
Factors that determine the success of
inclusive classrooms:
 Family-school partnerships
 Collaboration between general and special educators
 Well-constructed plans that identify specific
accommodations, modifications, and goals for each
student
 Coordinated planning and communication between
"general" and "special needs" staff
 Integrated service delivery
 Ongoing training and staff development
1. Same as all students,
with accommodations
 Listen to story and then respond to
opinion questions using
communication device
 Create art project using adapted
materials
 Conduct science experiment using
peer assistance
2. Lower level objectives,
same curriculum unit

During a lesson on responsibilities of the president
•

During a lesson on telling time to the 1/4 hour
•

Use a digital clock to tell time to the hour
During a lesson on budgeting
•

Identify the president’s picture and tell his name
Match coins (rupee, coin) to a sample
During history lesson on Stone Age people
•
Match key concepts to visuals to show understanding of the
shelters, food, and activities of Stone Age People
During math activity worksheet to practice multiple digit
addition
•

During science activity on whale identification
•

Use manipulatives to group items together and then count the
sum
Sort pictures of whales from other animals
During science activity on rock formation
•
Sort rocks by color
3. Alternate skills
 During a science activity
• Interact appropriately with others, use mobility skills,
and use one-to-one correspondence (count out
materials)
 During an Indian history discussion
• Maintain an upright position and answer questions using
a communication device
 During classroom reading
• Use adapted book to match and place pictures on the
page
 During science class on recycling
• Pick up and place recycled item in appropriate bin
 During social studies group activity to develop
presentation on racism
• Walk to front of class using walker, operate computer to
change slides using switch.
Reading

Simplify texts

Peer partner reads

Add representational
objects


Use photos or visuals
Use interactive strategies to
support participation –
place visual, turn pages,
record response.

Use technology for access
(slant boards, page
turners, digital books)


Taped reading materials

Provide objects connected
to content material to
support the reading
experience – read with your
hands.
Embed preferences


Offer choices

Use technology- computer
program
Mount symbols, pictures or
tactile objects that
represent concepts being

Adapt response
expectations
taught through a textbook.
Writing



Alternatives to a pencil
• Stamps
• Stickers
• Magnetic letters
• Markers
• Tape recorder for dictation
• Keyboard
• On-screen keyboard
• Touch screen selection
• Arrange pictures, cards
Use objects or manipulatives
connected to content material to
describe an event, give
information, use non-slip matting
to keep them in place.
Use objects or manipulatives to
“write” words or numbers – place
the objects in order to “tell” the
story, or give information about
the concept being taught.





Collect the items in a bag or
basket to represent a collection
of information. Take a digital
picture.
Pair the objects with words,
symbols, or numbers.
Have a peer scribe to record
the event.
Provide a choice of two objects
to give a “written” answer to a
question – accept direct
selection, gesture, eye gaze or
other mode of student
communication.
Mark answer, select answer
from cards, point to answer,
select using AAC or digital
display
Let’s Talk
 Sharing concerns, experiences,
hopes, fears, and dreams
 Working together to change the
opportunities for achieving inclusion
‘The
child is not a pail to be
filled but a fire to be lit.’
Turn a Life around…
“Too often we
underestimate the
power of a touch,
a smile, a kind
word, a listening
ear, an honest
compliment, or
the smallest act
of caring, all of
which have the
potential to turn a
life around”