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Inclusive Approach to Early Education (Foundation of Special and Inclusive Education).pdf
- 1. Michaelson Jasper P. Duyan, LPT FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION (EDUC 103) FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION (EDUC 103) ST. JOHN PAUL II COLLEGE OF DAVAO ST. JOHN PAUL II COLLEGE OF DAVAO ECOLAND DRIVE, MATINA, DAVAO CITY ECOLAND DRIVE, MATINA, DAVAO CITY
- 2. BE PREPARED CELL PHONE POLICY HOUSE RULES : BE ON TIME Be on class at least 10 minutes before class. All your things must be prepared before joining the class. Kindly place your cell phone on silent mode or vibrate mode. ST. JOHN PAUL II COLLEGE OF DAVAO ST. JOHN PAUL II COLLEGE OF DAVAO
- 3. HOUSE RULES : DRESS APPROPRIATELY RAISE YOUR HAND LISTEN ATTENTIVELY Wear something comfortable but presentable. Raise your hand when you have questions and/or clarifications. Especially when the Teacher is discussing. ST. JOHN PAUL II COLLEGE OF DAVAO ST. JOHN PAUL II COLLEGE OF DAVAO
- 4. ST. JOHN PAUL II COLLEGE OF DAVAO ST. JOHN PAUL II COLLEGE OF DAVAO
- 5. INCLUSIVE APPROACH TO EARLY EDUCATION Lesson Outcomes: Define inclusion and inclusive education and relate these definitions when they articulate their philosophy of education in teaching and supporting children with special needs; and Discuss/explain the concept of least restrictive environment/alternatives and explain (state) the rationale for inclusion/ inclusive education and early intervention EDUC 103
- 7. Inclusion and Inclusive Education Defined EDUC 103 INCLUSIVE PRACTICES INCLUSIVE CLASSROOM STRATEGIES VARIETY OF INSTRUCTIONAL FORMAT UNIVERSAL DESIGN FOR LEARNING
- 8. Inclusion and Inclusive Education Defined Inclusive education means all children are in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded not only children with disabilities but speakers of minority languages, too. Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side for the benefit of all. DEFINITION OF INCLUSION EDUC 103
- 9. Inclusion and Inclusive Education Defined Inclusive education - also called inclusion - is education that includes everyone, non-disabled and people with disability (including those with special educational needs) learning together in mainstream schools, colleges, and together in universities. This means the system must adapt to include people with disability, they should not have to adapt to the system. DEFINITION OF INCLUSION EDUC 103
- 10. Inclusion and Inclusive Education Defined EDUC 103
- 11. Inclusion and Inclusive Education Defined Inclusive practice can be defined as attitudes and methods that ensure all learners can access mainstream education. Everyone works to make sure all learners feel welcome and valued, and that they get the right support to help them develop their talents and achieve their goals. When education is truly inclusive it can benefit all learners, not only learners with disability. INCLUSIVE PRACTICE EDUC 103
- 13. EDUC 103 “This means they are with their peers without disabilities to the maximum degree possible.”
- 14. Inclusion and Inclusive Education Defined There is a definite need for teachers to be supported in implementing an inclusive classroom. A rigorous literature review of studies found most teachers had either neutral or negative attitudes about inclusive education (de Boer, Pijl, & Minnaert, 2011). INCLUSIVE CLASSROOM STRATEGIES EDUC 103
- 15. Inclusion and Inclusive Education Defined Establish Clear Expectations Get to Know Your Students Differentiate Instruction Encourage Collaboration Provide Multiple Means of Representation, Engagement, and Expression INCLUSIVE CLASSROOM STRATEGIES EDUC 103
- 16. Inclusion and Inclusive Education Defined Use Universal Design for Learning (UDL) Principles Promote a Positive Classroom Culture Provide Individualized Support Celebrate Diversity Seek Feedback and Reflect INCLUSIVE CLASSROOM STRATEGIES EDUC 103
- 17. Inclusion and Inclusive Education Defined Start with whole-group instruction and transition to flexible groupings which could be small groups, stations/centers, and paired learning. With regard to the whole group, using technology such as interactive whiteboards is related to high student engagement. Regarding flexible groupings: for younger students, these are often teacher-led but for older students, they can be student-led with teacher monitoring. USE A VARIETY OF INSTRUCTIONAL FORMATS EDUC 103
- 18. Inclusion and Inclusive Education Defined Peer-support learning can be very effective and engaging and take the form of pair work, cooperative grouping, peer tutoring, and student-led demonstrations. USE A VARIETY OF INSTRUCTIONAL FORMATS EDUC 103
- 19. Inclusion and Inclusive Education Defined All students need the opportunity to have learning experiences in line with the same learning goals of the prescribed curricular content. ENSURE ACCESS TO ACADEMIC CURRICULAR CONTENT EDUC 103 PROVIDE MULTIPLE MODALITIES USE ASSISTIVE TECHNOLOGY SCAFFOLD LEARNING PROVIDE ACCOMMODATIONS AND MODIFICATIONS OFFER FLEXIBLE LEARNING OPTIONS
- 20. Inclusion and Inclusive Education Defined These are methods that are varied and that support many learners' needs. They include multiple ways of representing content to students and for students to represent learning back, such as modeling, images, objectives and manipulatives, graphic organizers, oral and written responses, and technology. APPLY UNIVERSAL DESIGN FOR LEARNING EDUC 103
- 21. Inclusion and Inclusive Education Defined EDUC 103
- 23. Cook et al., (2012) define Evidence-based practices (EBP) as practices that are shown to be effective through the high- quality researcher to meaningfully improve student outcomes. Simply put, EBPs are practices that are supported by a strong high-quality evidence base that have seen effects that positively impact students. EVIDENCE-BASED INCLUSIVE EDUCATION EDUC 103 Characteristics of Evidence-Based Inclusive Schools
- 24. EVIDENCE-BASED INCLUSIVE EDUCATION EDUC 103 Characteristics of Evidence-Based Inclusive Schools
- 25. Students with disabilities need to receive effective, scientifically-based instruction to help them reach their potential. IDEA requires special educators to use sound research in selecting methods and strategies to use in their classrooms. As students with disabilities often have specific and unique needs, this can be particularly challenging for teachers one strategy does not fit all. EVIDENCE-BASED PRACTICES IN SPECIAL EDUCATION EDUC 103 Characteristics of Evidence-Based Inclusive Schools
- 26. EVIDENCE-BASED PRACTICES IN SPECIAL EDUCATION EDUC 103
- 27. In 2001, the federal No Child Left Behind Act was passed, detailing a plan that would improve education in all schools for all students. This was the first time teachers were required by law to implement scientifically-based practices in their classrooms. In the past 15 years, the curriculum has been rewritten as teachers and students have been held to higher standards. The Individuals with Disabilities Education Act (IDEA) of 2004 goes one step further in specifically requiring the use of evidence-based practice in special education. NO CHILD LEFT BEHIND EDUC 103 Characteristics of Evidence-Based Inclusive Schools
- 28. QUESTIONS?
- 29. EDUC 103 REFERENCE: Boholano, D. B., Tizza Marie , D. M., Dr. Bernard Evangelicom , J. V., & Cortes, D. M. (2024). Inclusive Education in Early Childhood Settings. 10B Boston Street, Brgy. Kaunlaran, Cubao Quezon City, Metro Manila, Philippines 1111: LORIMAR PUBLISHING INC.
- 31. Michaelson Jasper P. Duyan, LPT Special education (cate 200) Special education (cate 200) ST. JOHN PAUL II COLLEGE OF DAVAO ST. JOHN PAUL II COLLEGE OF DAVAO ECOLAND DRIVE, MATINA, DAVAO CITY ECOLAND DRIVE, MATINA, DAVAO CITY