3. Introduction
• This unit aims to describe the factors influencing
and affecting the organization of inclusive
classrooms.
• The inclusive classroom is an ecosystem in which
the teacher, students, materials, curriculum and
resources communicate to build a teaching
learning environment.
• Organization of classroom includes the academic
as well as physical and social environment of
classroom.
4. Continued ………
• The physical factors, classroom and time
management strategies are discussed
• The role of curriculum in the inclusive schools
and the effects of regular curriculum on
students with special needs are focused.
• The strategies by which curriculum,
instructional methodologies and instructional
materials can be adapted to meet the unique
needs of special children are examined.
5. Continued ………
• These strategies include the adaptation of
syllabus topics, worksheets, through
simplifying vocabularies and reducing
readability to student’s requirements.
• The use of alternative materials and
curriculum approaches is discussed in order to
implement more individualized education to
mainstreamed students.
6. Objectives
• 1. Develop the concept of inclusive classroom
as an eco system.
• 2. Identify all living and nonliving factors to
understand the teaching learning interaction
in inclusive setups.
• 3. Provide an overview of the organization of
inclusive classrooms
7. Continued ………
• Highlight the issues regarding classroom
management, existing instructional material &
approaches in mainstreaming.
• 5. Adapt and modify curriculum to teach
children in mainstreaming and inclusive
• settings.
• 6. Differentiate between the special education
and mainstream.
8. Continued….
• 7. Explain the responsibilities of teachers in
establishing, managing and analyzing the
instructions, instructional material and
methods in the inclusive classroom settings.
• 8. Suggest effective environment of classroom,
alternate curriculum approaches, modification
of materials, adaptation of syllabus topics to
serve the diverse needs of all students in
inclusive classrooms
9. What is Ecosystem
• The term ecosystem is an adapted term that is used
in biology to explain the populations of a defined
area and their communication with each other and
their shared environment.
• A biological community of interacting organisms and
their physical environment.
• Ecosystem Definition for Kids. Ecosystems are any
area where living creatures such as plants and
animals interact with non-living things like soil, water,
temperature and air. Ecosystems come in different
sizes. An ecosystem can be as big as the entire planet
or as little as the tiny bacteria you can't see that live
on your skin.
10. Cont…
• For example, plants need soil, water and
sunshine to make their food and grow.
Animals also need to drink clean water and
breathe fresh air to survive.
• There are many different types of ecosystems
including: Lakes, Deep oceans, Forests,
Jungles, Deserts and City parks
12. The Importance of Ecosystems
• Ecosystems are very important to humans
because they give ecosystem services, which
help you live and make people's lives more
enjoyable. Important ecosystem services
include the production of oxygen by plants for
animals to breathe, availability of clean, fresh
water for drinking and the ability to grow food
from healthy soils. Humans also rely on trees,
rocks and soil to build houses, cities and walls
for shelter and protection.
13. Cont…
• Even the technology humans rely on today is
an ecosystem service. The components of
computers, such as lithium batteries, are
derived from natural sources. For example,
liquid crystal display (LCD) screens are
composed of the natural resources aluminum
and silicon. Silica glass, which makes up 59
percent of the Earth's crust, is used to make
the fiber optic cables that deliver internet to
your house.
14. CLASSROOM AS AN ECOSYSTEM
• The term ecosystem is an adapted term that is
used in biology to explain the populations of a
defined area and their communication with each
other and their shared environment.
• Today, the term has also been used in
anthropology, sociology, psychology, economics,
political science, and business, frequently
differentiated in many of these fields as a “social
ecosystem” rather than a biological or ecological
one. Current.
19. Physical Layout of the Inclusive
Classroom
• Primary consideration in inclusive education is
the physical layout of the classroom.
• Access to the classroom is the most significant
prerequisite to learning in an inclusive
environment so all children with special needs
must be able to access all stations of classroom in
order to participate in all teaching learning
activities with rest of the peers.
20. Continued….
• Setting up the physical structure of your
classroom is a personal choice but the physical
• layout of the classroom should support
inclusive, interactive teaching
23. Types of Learning Areas
• Whole-Group Area
• For whole-class lessons – this includes
informal discussion, direct instruction, and
student presentations. This is a good place for
an Author's Chair from which students can
read their writing to the class.
26. Continued ………….
• Small-Group Area
• Here you can give small-group instruction or
allow groups of students to gather for peerled
discussions.
• Reading Area
• This is a place for students to read independently
or quietly with a partner. It should
• provide comfortable seating, a variety of books,
and a quiet, secluded atmosphere.
27. Continued ………….
• Writing Center
• Here students write independently and
collaboratively. The area should contain
comfortable space for writing and a variety of
supplies.
Cross-Curricular Center
• This is an active center where students explore
relationships across different curricula, including
literature, science, social studies, art, and math.
28. Continued ………….
Computer Station
• This area is for computer use in writing, math,
reading, keyboard practice, research,
telecommunications, and creative games
• Creative Arts Center
• This area is where students can get involved in
visual art and dramatic play. It should
• have a variety of art supplies, costumes, and
props.
29. Continued ………….
Communication Area/Post Office
• This area has mail slots for students and
teacher to exchange written messages and
suggestions.
• Listening Station
• Here students listen to tapes of books, stories,
songs, and poems.
34. Time Management Techniques
• Time management plays a vital role in almost
all aspects of teaching i.e. organizing the day,
organizing the classroom, deciding how long
and how often to teach various subjects,
recording student progress, or keeping time-
consuming behavior problems to minimum.
35. Benefits of Inclusive Classroom
• In an inclusion classroom, a general education
teacher and a special education teacher work
together to meet the needs of students. This
type of classroom gives special education
students the support they need while they
learn alongside their general education peers.
General education students benefit from the
additional resources and supportive
techniques used in an inclusion classroom.
36.
37. Teaching Approaches
• Inclusion classrooms can accommodate children
with a wide range of learning styles and needs.
Teachers meet everyone’s needs by presenting
lessons in different ways.
• For example, they may use a lot of visual aids to
add interest and increase understanding.
• When teaching math, they may build the lesson
around manipulative such as cubes or colored
chips that can help kids learn new concepts.
38. Curriculum Issues in Mainstream
Classroom
• Children with special needs faced lot of
difficulties in the comprehension and coping
of curriculum designed for the regular
education therefore the movements towards
inclusive curriculum focuses on the
modifications in the existing curricula of the
regular education to meet the diverse needs
of special children.
40. Curriculum Differences between
Special and Mainstream Needs
• As there are difference in mainstream and special
school settings, the curriculum designed for
children with special needs is different from the
one designed for mainstream. In special
education settings the curriculum is often
designed, adapted, omitted, summarized, and
modified according to the types and severity of
the disabilities of students while in
mainstreaming the student is expected to adapt
to the existing curriculum.
41. Conclusion ………
• Educators have been aware that behavior
problems can keep students from experiencing
the benefits of a productive classroom. (Darch &
Kame'enui, 2004). Decisions that teachers make
before the beginning of school regarding how the
classroom will operate and how students will
interact with others during the school year are
critical for a positive learning environment.
• .
42. Continued ……….
• These decisions will have far-reaching
implications for the success of the year.
Putting together a cohesive plan rather that
reacting to interruptive situations allows time
for the teacher to respond thoughtfully when
problems arise. Having time to think about a
plan first establishes a foundation for values
and beliefs about working with children and
allows teachers to create a satisfying learning
environment
