Transcript Developing Inclusive Practices in Schools

Developing Inclusive
Practices in Schools
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Philosophy of Inclusion
"Children that learn together,
learn to live together."
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Inclusive education today -
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Classification of CWD according
to Learning Needs
 Category
I : includes children who can
study in a general class with some special
inputs.
 45% of CWD belong to this category
 Category II : children with mild and
moderate disabilities who need counseling
services from time to time
 30% CWD come in this category
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Classification…
 Category
III : children with moderate/
severe disabilities, need
resource assistance
including corrective aids and
periodical help in academic
areas.
 15%
CWD can be classified in this
category
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Classification…
 Category
IV : children with severe
disabilities who require
direct attention from
special teachers
 10% of disabled children come under this
category
Category 1-3 can be managed by general
class teachers with input in special
education.
Category 4 is to be dealt by special
teachers in a special
class
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Inclusion Readiness
(Schultz,1994)
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Attitudes
Relationships
Support for students
Support for teachers
Administrative leadership
Curriculum
Assessment
Evaluation of self and program
Involvement of parents
Community involvement
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MOST COMMON NEEDS OBSERVED
IN A CLASS
 Language
and Communication needs
 Academic
Needs - Reading, Writing, Math
 Motivational
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Needs
Personal and Social Needs
 Physical
and loco motor needs
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Special Considerations while Teaching
Children with Special Needs
 Concrete
multisensory tasks
 Find out the child’s most effective mode of
learning. - auditory, visual, tactile, etc.
 Pacing
 Repetition
 Modeling and imitation
 Task analysis
 Step wise directions
 Facilitate concept
development
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Types of Instructional Programs
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Corrective instruction-in regular classroom
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Remedial instruction- outside the classroom
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Developmental Instruction-Diagnostic prescriptive
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Accelerated instruction- for bright & well
motivated learners
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Adapted instruction- content and the pace
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Corrective and Remedial Program
 Semi
homogeneous grouping in the
regular classroom
 Provision of special instruction in small
groups
 Team teaching
 Making Classroom a laboratory
 In service training for regular classroom
teachers
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Diagnostic- Prescriptive
Teaching
This is a way of achieving “appropriate”
instruction.
 It represents the following sequence of activities

Observe
(assess)
plan
Revise
Monitor
Teach
Observe
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Individualized Instruction
 Individualized
instruction does not
necessarily mean 1:1 teaching
 Individualized instruction is not always
remedial
 Individualized instruction means teacher
accommodates the situation to the learner
and not the learner to the situation
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Modifications in the general Classroom
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Homogeneous Grouping According to age, ability,
industry, previous experience, or
other factors that affect learning
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Ability Grouping Average, above average
and below average
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Performance Based How well a child performs on
the given task
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Learners’ CharacteristicsFast and slow learners
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Within Classroom Modifications
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Groupings of students into smaller units for
specific teachings
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Smaller student-teacher ratio
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Take support from reserve or supplemental
teachers
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Involve parents whenever necessary
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Contd…
 Emphasizing
Cognitive /academic learning
 Compensatory education-use of
alternative instruction, alternative
techniques, and adaptive equipment
 Co-teaching
 Individualized Education program (IEP)
 Modifications in Examination and
Evaluation procedures
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Structuring Learning Experiences
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Planning instruction
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Structuring the environment
- Location for learning
- Selection of material
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Placement / arrangement of materials
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Adapting the Environment
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The Classroom
Physical Components (Rogers and Warren (1985)
Actual classroom space
Arrangement of activity areas within the
space
The furniture and fixtures
The play and work materials
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 The
activities of the program & their
sequence
 The
number & types of children
(disabled and non-disabled)
 Grouping
of staff & children
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Adaptations and modifications in
the physical environment
 Walkways
and ramps
 Doors and doorways
 Stairs and steps
 Flooring
 Playground
 Toilets
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Adaptations required in inclusive
education practice
 Length
of the task
 Time
 Level
of support
 Input
 Difficulty
of the task
 Output
 Participation
 Alternate
curriculum
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Adaptations in Teacher Education
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Objectives
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Content
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Material-devices and equipment
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Teaching- learning process
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Evaluation
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Inclusive Teacher Education
(ITE)
 Be based on transformative pedagogy.
 Be an intersection of perception, ideology,
culture and knowledge
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Inclusive Teacher Education
(ITE)
Perception
Ideology
ITE
Culture
Knowledge
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The Inclusive teacher education
program should aim at
 Addressing the individual needs of “All” children
in a class
 Facilitating teaching – learning process
 Providing role model to the learners
 Social reconstruction in a context
 Attaching field relevance
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Additional Competencies of
Teachers in Inclusive Class
 Creating a community of learners
 Identifying and assessing individual needs of
learners
 Instructional planning for ‘All’, including students
with disabilities
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Contd..
Additional Competencies of
Teachers in Inclusive Class
 Adaptation of curricular content
 Managing students’ behaviors
 Consultation/ collaborations with various
stake holders
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An Inclusive Teacher
 Creates inclusive culture
 Develops inclusive practice
 Develops attitudes and beliefs that foster
inclusion
 Engages in joint collaboration (between general
and special educators) about students with
disabilities
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Contd..
An Inclusive Teacher
 Understands, plans and provides an
instructional program and behavioral
support to students with disabilities in a
regular classroom
 Participates in meaningful school reform
efforts within schools and in the
communities www.schoolofeducators.com
In an inclusive class a teacher
should:
 Provide variety of learning experiences to
the learners
 Ensure active participation of ‘All’ learners
in all learning activities
 Encourage students to compare, debate,
share, and learn from each other
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In an inclusive class a teacher
should:
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Facilitate students’ learning through
absorption, interaction, observation and
reflection
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Ensure success for each child
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To bring in equity in society an inclusive
education program requires:
Embedded Support
Prior to instruction
- Modified materials
- Accommodations
- Barrier free environment
- Access to school
In-Class support
Inclusive Class
External support
Multi-disciplinary support
Peers, Para-educators, Special educators,
Administrators, Psychologists, Counselors, Resource
teachers
& Volunteers
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Quality Indicators in ITE
 Comprehensiveness
 Range of diversity
 Flexibility
 Applicability
 Feasibility
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As a teacher ensure Success for
every learner in the class
Inclusion is a journey, a process
and not a destination
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Thank you !
Any
Questions ?
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