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
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
Behavior plan
Environmental accommodations
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”