SPECIAL & INCLUSIVE EDUCATION- ADOPTING FLEXIBLE STRATEGIES FOR THE ACQUISITION, AND USE OF INPUTES AND MONITORING PERFORMANCE IN INCLUSIVE SETUP.

1. DEVELOPMENT IN EDUCATION &
SPECIAL EDUCATION
SPECIAL & INCLUSIVE EDUCATION- ADOPTING FLEXIBLE
STRATEGIES FOR THE ACQUISITION, AND USE OF INPUTES
AND MONITORING PERFORMANCE IN INCLUSIVE SETUP.
Ambuj Kushawaha,
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Segregation education
Education
Special schools General Education

3. 3
Integrated school
General school
Special child
Integrated education में विशेष बालक
को स्ियं तैयार हो कर आना पड़ता था

4. 4
Special
education
General
education
special + general
education
Inclusive education supports- teaching
material- audio , ppt, hearing Aid & etc

5. What is the special education
• Special education is in place to
provide additional services,
support, programs, specialized
placements or environments to
ensure that all students'
educational needs are met.
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6. Cont..
• Special education classes provide a
unique service to sensory,
physically or intellectual disability
students. The ideal special
education classroom provides
quality instruction to students with
disabilities . The purpose of the
special ed classroom setting is to
provide more intensive,
individualized attention to the
students who most need it.
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7. Let us discuss few challenges
• Diverse learners
• Learning style
• Family background
• Parental co-operation
• Lack of Funding
• Assistive device
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8. Special Education-Adopting flexible Strategies
• Looking for effective teaching strategies for your special
education classroom ?
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9. Working with short attention spans
• Techniques and Methodologies
• Set clear expectations for all students.
• Break assignments into smaller pieces
to work on in short time periods.
• Space breaks between assignments so
students can refocus on their tasks.
.
• Carry out everyday routines
consistently.
• Develop a reward system for good
behavior, completing work on time and
participating in class.
• Share ideas with parents so they can
help with homework.
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10. Managing constant change
• Design teaching aids and lessons that are flexible.
• Add creativity to lessons and homework.
• Develop easy-to-use monitoring tools that are needs-based.
• Design lesson plans that can be modified to fit each student.
• Develop a set of resources and interventions that work.
The science behind teaching special education students is not cut-and-dry, and the strategies
that teachers develop for their classrooms shouldn’t be permanent—instead, think scalable and
flexible.
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11. Teaching Effectively
• Use a multiple-scenario approach to developing lesson plans.
• Monitor and verify student responses to lessons.
• Evaluate and adapt lessons as necessary.
• Use peers to review lesson plans and to develop ideas that might be applicable.
• Develop and maintain a pool of mentors.
• Keep a list of resources for teaching, lesson plans, and professional development.
Being an effective teacher requires many tools, most of which you likely choose through trial and
error. Effective teaching strategies include:
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12. Cont..
• Set a professional development plan for yourself and track your goals.
• Develop or implement a system that allows for easy and comprehensive data
collection to help monitor and adapt lessons.
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13. What is Inclusive education
• Inclusive education means that all
students attend and are welcomed
by their neighborhood schools in
age-appropriate, regular classes and
are supported to learn, contribute
and participate in all aspects of the
life of the school.
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14. Count..
• Inclusive education is about how
we develop and design our schools,
classrooms, programs and activities
so that all students learn and
participate together.
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15. Cont’d
• A philosophy In education that enclude student with disabilities as valued
member of the school community.
(Mc leskey , Rosenbery & Westling , 2010)
• Student with disability are served primarily in general education classroom
under the responsibility of the general class room teacher.
(Mastropieri & Scruggs , 2000)
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16. Concept of inclusive education
• 1994 में सलामाका (स्पेन) में UNESCO,( United Nations Educational,
Scientific and Cultural Organization) inclusive education पर विशेष
विश्ि सम्मलेन सुलभता एिम् क्षमता का आयोजन हुिा था जजसमे 92
देश की सरकारों और 25 अंतरााष्ट्रीय संगठनो ने हहस्सा ललया था-
“प्रत्येक बच्चो की चररत्रगत,रूचचया,योग्यता और लसखने की आिश्यकता
अनोखी होती है”
इसललय हमे हर बालको की आिश्यकता का ध्यान रखना चाहहए
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17. Cont’d
• इसी बात को सन 2000 में डाकर इसी बात को िापस दोहरया गया
समािेशन की बात कही गयी |
• “ककसी बच्चे की उच्च कोहि की प्राथलमक लशक्षा को प्राप्त करने के अिसर से इस ललए
िंचचत नही ककया जा सकता की िो उसके सामर्थया से परे है’
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18. Type of Inclusive Schools
• Full Inclusion-Schools that practice full inclusion will teach all children,
regardless of learning disorders, in a standard classroom from the time the
student enrolls.
All children with disability should be taught exclusively (with appropriate support)
in general education classroom at neighbourhood school-that is in same school &
age grade appropriate classroom they would attend if they were not disabled.
(Gargiulo & Metcalf)
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19. Cont’d
• Partial Inclusion
A person does not invest all behaviour in a single group; commitments &
interlocking are dispersed among several groups.
“whole person aren’t contained in the box on organizational chart , but
managers forget that which organizational chart are never the way think
work.’’
Weick .k (1979)-the social psychology of organizing (2nd ed) , MA: Addison - Wissley
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20. Challenges faced by in Inclusive Set up
• Shortage of technical teacher
• Infra- structure , barrier free
environment
• Resource
• Attitude of peer group & teachers
• Support systems
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21. Inclusive Education-Adopting flexible
Strategies
• Provide Support -
Instructors can structure their courses to support students in and out of the
classroom, through open office hours, additional learning and grading
opportunities, formative assessments, and reliable email habits. Such support
visibly extends the instructor’s commitment to all their students’ learning.
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22. • Examine
Implicit Biases - Instructors can consider their own attitudes towards students and strive to
minimize negative impacts. This process can involve actively monitoring interactions with
different types of students, implementing policies like name-blind grading and inter-rater grading
to minimize the impact of bias, and maintaining high expectations for all students.
• Consider Teaching and Learning Frameworks -
Instructors should consider a variety of approaches to structuring their course content, and
choose a design that best serves their student populations (to the best of their foreknowledge).
Various designs can support more rigorous learning outcomes, additional review and support, or
greater accessibility for diverse students.
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23. • Maintain Awareness of Classroom Diversity -
Instructors can develop and maintain their awareness and understanding of
various racial and socioeconomic factors in their classes, as a way to test their implicit bias,
ensure equal access for all their students, and even enrich classroom discussion.
• Incorporate Diversity into the Curriculum -
Instructors can be sure to represent diverse types of people and perspectives through
course content and materials, including readings, lecture examples, images in PowerPoint
presentations, and case studies. Doing so, helps all students to imagine themselves within
various learning scenarios.
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24. • Cultivate an Inclusive Climate -
Instructors can create a nurturing classroom where students feel valued because of their
differences, and feel comfortable participating in class. Effective syllabus and classroom
behavioral policies can promote an inclusive environment, especially when instructors take time
to discuss such policies in class with students.
• Consider Universal Design Principles -
UDL provides an intensive framework to enable varied and comprehensive access of course
content to all students. UDL helps instructors present information both orally and visually to
accommodate student visual or auditory impairments, while recognizing various student learning
preferences.
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25. Use of inputs and monitoring performance in inclusive setup-
However , even with well-planed inclusive service , general education teacher and co-
teaching team often struggle with how to effectively teach students with disabilities in
general education classroom.
How to planning in inclusive classroom-
• Collaborate with special education teachers, related service providers, and
paraprofessionals on a regular basis.
• If you are co-teaching , commit to planning at least once a weak with a your co-
teaching partner and determine a respective teaching responsibilities. Write your
plans down and share the workload.
• Use a variety of co-teaching methods, including:
1. Interactive Teaching- Teacher alternate roles of presenting , reviewing and
monitoring instruction.
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26. 2. Alternative teaching- One person teaches, reteaches, or enriches a concept
for a small group, while the other monitors or teaches the remaining students.
3. Parallel teaching- Students are divided into mixed-ability groups, and each
co-teaching partner teaches the same material to one of the groups.
4. Station teaching- Small groups of student rotate to various station for
instruction, review, and/or practice.
• Be aware of students needs and provide the accommodation listed your
students’ individualized education programs.
How to monitor the inclusive classroom management-
• Create a structured classroom . The may include designating separate areas
for group and individual work and center for reading or art, as well as
creating a daily class schedule.
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27. • Display classroom rules.
• Post the daily schedule incorporating color.
• Provide opportunities for purposeful movement.
• Develop classroom cues for settling down to work , getting out materials, and
quieting down.
• Plan for transition time (between subjects or task, before and after lunch,
changing classes).
• Help students organize their materials by using checklist, folders, and containers
to keep materials organized in desks.
• Visually monitor student activity.
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28. How to monitor for structuring lessons-
• Differentiate instruction by using flexible grouping , providing activities that appeal to
various learning-style preference, giving students choices, and creating alternative
activities and assessment.
• Think “universal design” when planning instruction. “the central premise of Universal
design for learning is that a curriculum should include alternative to make it accessible
and appropriate for individual with different backgrounds, learning style, abilities and
disabilities in widely varied learning context”. Incorporate three qualities of universal
design when planning instruction.
1. Multiple means of representing content(visual and oral strategies).
2. Multiple means of students’ expression of content (writing, illustrating, and speaking)
3. Flexible means of engagement as student learn (videos, software, and role-playing),
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29. • Provide opportunities for students to work in small group and in pairs. If
cooperative learning strategies are used, five conditions must be present :
a) The task must authentic, worthwhile, and appropriate for students working in
groups;
b) Small-group learning must be the goal ;
c) Cooperative behavior should be taught to and use by students;
d) Group work should be structured so that students depend on one another to
complete a task successfully;
e) Students should be held individually accountable.
• Use graphic organizers to assist student with organizing information in
meaningful ways.
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30. • Use of instructional sequence of “I do” (teacher model), “We do” (Group practice), and
“You do” (individual practice). Provide support or scaffolds to students as they are
learning new material and withdraw them when they are able to perform the task on
their own.
• Employ active learning strategies such as “think, pair, share” to promote recall and
understanding of ne learning. This strategy allows students to reflect individually on a
question, pair up with a partner to share and compare answers, and finally give the best
answer.
• Teaching learning strategies along with content material. Strategy instruction may be
defined simply as instruction in how to learn and perform. “Learning strategies help
student learn and perform by providing them with a specific set of setup for:
a) Approaching new difficult tasks,
b) Guiding thoughts and actions,
c) Completing task in a timely and successful manner,
d) Thinking strategically.
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31. • Learning strategies may include organizing materials, memorizing information,
taking notes, reading text, and taking tests.
• Use on going informal and formal assessments to help inform instruction and
monitor student progress.
To ensure success for students with disabilities in a inclusive education
classrooms, teachers must plan collaboratively , create structured classrooms with
clear rules and expectations, and teach content in meaningful and memorable ways.
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32. Reference
• Concordia University-Portland. (2018)
https://education.cu-portland.edu/blog/classroom-resources/effective-teaching-strategies-for-special-education last
accessed on aug16,2018
https://education.cu-portland.edu/blog/classroom-resources/6-strategies-for-teaching-special-education-classes
• Yale University , (2018)
https://ctl.yale.edu/InclusiveTeachingStrategies last accessed , aug16,2018
• Bender, W. N. (2002).
Differentiating instruction for student with learning disabilities : best practice for general and special educators.
Thousand Oaks, CA: Crown Press. Last access Aug16,2018
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33. Cont’d
• Leaf Group Education , 2001-2018, Leaf Group Ltd.,
https://classroom.synonym.com/types-inclusion-schools-20175.html Last access
Aug20,2018
• Karl Weick Partial Inclusion https://www.youtube.com/watch?v=J62u0-zU5o0 last
access Aug25,2018
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