Inclusive Education
Defining Inclusive EducationInclusive Education(IE): “ …Means that all
students in a school regardless of their differences are part of the school curriculum”
IE: refers to an accessible curriculum, a school community where students are valued and respected and where their social, emotional and intellectual needs are met
IE : “ The practice of providing for students with a wide range of abilities, backgrounds and aspirations in regular school settings”
IE definitions continueIE refers to:
an accessible curriculum in a school community where students are valued and respected and their social, emotional and intellectual needs are met
Problems related to implementation of IE in the classroomTeachers are not adequately trainedLack of preparation timeLarge class sizesTeachers increasing workloadTeachers are not always flexible
(curriculum)
How do you overcome these barriers
When a teacher adopt differentiated instruction he/she must work with school administrators and other colleagues to overcome these barriers (problem solving)
Where do we start with IE?Teachers should be trained on how to
implement IEContinuous upgrading of teacher’s skills
through professional developmentTeachers should work together and share
their ideas in the school and with neighbouring schools
The teacher should use differentiated instruction (modifications of the curriculum)
Teach things differently according to observed differences among students
The role of the teacherPosses a positive attitude towards IERedefine their roles to enable rather than
disable studentsNeed to put their feelings of frustration
asideBuild collaborative investigation of the
school’s cultures, policies and practicesMust support and improve outcomes
Differentiated instructionWhat is differentiated instruction?
“to teach differently according to observed differences among students”
Differentiated instruction comprises modifications to:the curriculumteaching practicestake in account individual needs and
differences of students
Differentiated methodsDifferent teaching and learning methodsExtra timeAssessment activitiesUse different sourcesAmounts of assistance will differProvide help with writing, reading etc
Example of a differentiated reading lesson (language)Example: Students must read a true story
about Kangaroos in Australia.The teacher planned two different
articles(authors ) on this story on the internet
The students have access to two different presentations of the story, of which they choose the most accessible and usable story to read
How do we implement IE in the classroom?Learning outcomes do not prescribe the
content or method . Choose according to needs of students
Activities can be flexibleContext can be made relevant to learners
needsMore time can be allocated for activities
and assessment
ContinueLearning programme can be structured to
meet the needs of the specific learnersAdditional communication tools cab be
used e.g. SA sign language, Braille, computer programmes etc.
Assessment standards can be broken into finer components
Lesson plan time allocation can range from a single activity up to a term’s teaching or more time if necessary, depending on the needs of the learner
continueTime allocation and weighting regarding
learning outcomes and learning programmes
Should vary according to the learners’ needs.
Flexibility in the selection of appropriate assessment standards according to the individual needs of a learner is possible on the recommendation of the school management team in the case of a learner not capable of achieving a GETC
continueWork schedules and learning programmes
are not limited to a grade/year. Differently gifted learners may require acceleration or slowing down of the process
Integration of Learning Areas in a phase and across phases is possible
What must I do as a competent teacher?To accommodate all learners I must:
Design downBreak downScaffold
the assessment standards to manageable steps allowing learners enough time to attain:
SkillsKnowledgeValues andAttitudes practically
continueSome visually impaired learners may not
achieve a GETC but they will all achieve to their full potential which will be acknowledged through certification
Reference:DOE,2003: Teacher’s Guide for the Development of Learning ProgrammesDOE,2002: Overview of Revised National Curriculum Statement
Assignment
“Education White Paper 6: Special needs Education Building an Inclusive Education and Training System 2005”
1. In a group compile 3 lesson activities for the same lesson to provide in the needs of the following learners:
Language barrier Parents not involved Disabled Socio-economic barriers
2 Design three lesson activities, one for the gifted, the average and the slow learner
3 Present your groups information to the rest of the students.Visual teaching aids can be used
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