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By : Shailaja Raghavendra
Special Educator DPS International School Gurgaon
‘Inclusion’ means ‘being included within a group’
’Inclusive schools’ aims to increase access and engagement in learning for all
students by identifying and removing barriers.
Any country or board is not a homogeneous unit, a historical perspective is vital to
a deeper analysis of a special education context.
From inclusion to access - Paradigm shift within IB classrooms
Inclusion supports the democratic process
by integrating the learner profile
‘Inclusion is the learner profile in action, an outcome of dynamic learning communities.’
Four Principles of good practice
IB identified four principles of
good practice that promote equal
access to the curriculum for all
learners across the continuum.
We practice differentiation by
identifying a student’s learning
style, giving explicit instructions in
order to develop the student’s
true potential and scaffolding
their learning.
Students are constantly motivated
to learn from multiple
perspectives and through
collaborative learning-teaching
approaches .
Approaches to Teaching and learning
(ATL & ATT)
ATL – Approaches To Learning
are classified under five
categories :
• Thinking skills
• Communication skills
• Social skills
• Self-management skills
• Research skills
ATT – Approaches To Teaching
are based on six key pedagogical
principles:
• Based on inquiry
• Focused on conceptual
understanding
• Developed in local and global
contexts
• Focused on effective teamwork
and collaboration
• Differentiated to meet the needs
of all learners
• Informed by assessment
Universal Design for Learning (UDL)
To develop ways to help learners with disabilities gain access to the
general education curriculum.
Three primary principles of UDL framework:
•Provide Multiple Means of Representation (the ‘what’ of learning).
•Provide Multiple Means of Action and Expression (the ‘how’ of
learning).
•Provide Multiple Means of Engagement (the ‘why’ of learning).
Across the Globe, Inclusive classroom practices emerge from a desire to
help students learn. Below are some practices which I believe can make a
difference for the teachers’ and students’ learning. Research supports
these practices, and it is your free choice to use.
 Student-Centric Teaching
 The Power of Interdisciplinary Work
 Integration of Educational Technology
 Teaching Practices, Teachers’ Beliefs and Attitudes
 Instructional Practices That Makes a Difference
The Power of
Interdisciplinary
Work: E.g. Design a short
story for children, written in
their mother tongue, about
first settlers (history and
language acquisition). It
becomes easier for the
student to integrate the
knowledge from different
subjects to create new
understanding.
Student-Centric
Teaching:
(i) Make students do their
tasks on their own.
(ii) Adopt explicit skill
instruction.
(iii) Make students reflect
on what and how they’re
learning.
(iv) Give students control
over their learning process.
(v) Facilitate collaboration
among students.
(vi) Make authentic
assessments.
Integration of
Educational
Technology: Teachers’
self-efficiency in technology
acceptance, experiences or
expertise is a pre-requisite for a
successful e-learning
environment which supports
diverse learning needs. The
decisions and actions regarding
professional learning and
development leading to the
instructional change are also a
paradigm shift in inclusive
education.
Instructional Practices That
Makes a Difference: Engaging all
students, even unmotivated ones, and
help them make a U-turn by applying
the four principles of brain-based
learning:
* Build and maintain trust;
* Create a collaborative community;
* Take a TEAMing approach;
* Prime the positive environment
Teaching Practices, Teachers’
Beliefs and Attitudes: The
context of the classroom is often
influenced by teacher’s
attitudes. Teacher’s attitude is a
critical predictor of successful
inclusion.
Paradigm shift in inclusive schooling    classroom practices

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Paradigm shift in inclusive schooling classroom practices

  • 1. By : Shailaja Raghavendra Special Educator DPS International School Gurgaon
  • 2. ‘Inclusion’ means ‘being included within a group’ ’Inclusive schools’ aims to increase access and engagement in learning for all students by identifying and removing barriers. Any country or board is not a homogeneous unit, a historical perspective is vital to a deeper analysis of a special education context.
  • 3. From inclusion to access - Paradigm shift within IB classrooms
  • 4. Inclusion supports the democratic process by integrating the learner profile ‘Inclusion is the learner profile in action, an outcome of dynamic learning communities.’
  • 5. Four Principles of good practice IB identified four principles of good practice that promote equal access to the curriculum for all learners across the continuum. We practice differentiation by identifying a student’s learning style, giving explicit instructions in order to develop the student’s true potential and scaffolding their learning. Students are constantly motivated to learn from multiple perspectives and through collaborative learning-teaching approaches .
  • 6. Approaches to Teaching and learning (ATL & ATT) ATL – Approaches To Learning are classified under five categories : • Thinking skills • Communication skills • Social skills • Self-management skills • Research skills ATT – Approaches To Teaching are based on six key pedagogical principles: • Based on inquiry • Focused on conceptual understanding • Developed in local and global contexts • Focused on effective teamwork and collaboration • Differentiated to meet the needs of all learners • Informed by assessment
  • 7. Universal Design for Learning (UDL) To develop ways to help learners with disabilities gain access to the general education curriculum. Three primary principles of UDL framework: •Provide Multiple Means of Representation (the ‘what’ of learning). •Provide Multiple Means of Action and Expression (the ‘how’ of learning). •Provide Multiple Means of Engagement (the ‘why’ of learning).
  • 8.
  • 9. Across the Globe, Inclusive classroom practices emerge from a desire to help students learn. Below are some practices which I believe can make a difference for the teachers’ and students’ learning. Research supports these practices, and it is your free choice to use.  Student-Centric Teaching  The Power of Interdisciplinary Work  Integration of Educational Technology  Teaching Practices, Teachers’ Beliefs and Attitudes  Instructional Practices That Makes a Difference
  • 10. The Power of Interdisciplinary Work: E.g. Design a short story for children, written in their mother tongue, about first settlers (history and language acquisition). It becomes easier for the student to integrate the knowledge from different subjects to create new understanding. Student-Centric Teaching: (i) Make students do their tasks on their own. (ii) Adopt explicit skill instruction. (iii) Make students reflect on what and how they’re learning. (iv) Give students control over their learning process. (v) Facilitate collaboration among students. (vi) Make authentic assessments. Integration of Educational Technology: Teachers’ self-efficiency in technology acceptance, experiences or expertise is a pre-requisite for a successful e-learning environment which supports diverse learning needs. The decisions and actions regarding professional learning and development leading to the instructional change are also a paradigm shift in inclusive education.
  • 11. Instructional Practices That Makes a Difference: Engaging all students, even unmotivated ones, and help them make a U-turn by applying the four principles of brain-based learning: * Build and maintain trust; * Create a collaborative community; * Take a TEAMing approach; * Prime the positive environment Teaching Practices, Teachers’ Beliefs and Attitudes: The context of the classroom is often influenced by teacher’s attitudes. Teacher’s attitude is a critical predictor of successful inclusion.