This is a slideshow using PowerPoint in response to an assignment in my course, EDUC4515 (Diverse Needs), University of Queensland, Brisbane Australia.
City Montessori School in Mahanagar has implemented an inclusive education model where students with special needs spend most of their time learning with non-disabled students. The school has incorporated about 30 disabled students into their mainstream education, providing them support through special classes and resources like computers. An event called Innerscape is organized annually for mentally, physically, and visually challenged children from around the world to participate in activities together and feel special.
This document discusses inclusion of special education students in general education classrooms. It notes there are pros and cons to inclusion. Research shows disabled students do as well or better academically in inclusive classrooms and benefit socially from inclusion. Inclusion helps general education students become more accepting and offer academic support. However, not all students learn best in inclusive environments, as some need more individualized instruction. The document reviews federal laws supporting inclusion and landmark court cases. It provides strategies to promote successful inclusion and concludes that while inclusion has downsides, research shows benefits outweigh risks.
1. Inclusive early childhood education has been influenced by various disciplines and shaped by societal trends and legislation over time.
2. Creating a positive social-emotional climate is important for all children's learning and development. Teachers must be aware of factors influencing children's behavior and implement strategies at multiple levels.
3. Developing cultural competence allows teachers to better support diverse children and collaborate with families.
Chapter one powerpoint instructional strategies[1]Shirley Johnson
This document provides an overview of key concepts in special education, including inclusion, critical special education legislation, standards-based education, multi-tiered systems of support, universal design for learning, differentiated instruction, evidence-based practices, and considerations for student diversity. It discusses laws such as IDEA, ADA, and NCLB and how they have shaped special education. Critical components of inclusion and special education programming like IEPs, least restrictive environments, and accommodations are also summarized.
Inclusive education aims to educate students with disabilities alongside their non-disabled peers. It rejects separating students through special schools or classrooms. The goal is for all students to learn together in a fully inclusive environment. Inclusive classrooms provide individualized supports and services to meet student needs without stigma. Research shows most students perform better when exposed to an inclusive curriculum, as long as appropriate strategies and accommodations are in place. Benefits of inclusion include developing strengths and accepting differences, which can reduce bullying. Success depends on collaboration, well-constructed student plans, and ongoing training.
City Montessori School in Mahanagar has implemented an inclusive education model where students with special needs spend most of their time learning with non-disabled students. The school has incorporated about 30 disabled students into their mainstream education, providing them support through special classes and resources like computers. An event called Innerscape is organized annually for mentally, physically, and visually challenged children from around the world to participate in activities together and feel special.
This document discusses inclusion of special education students in general education classrooms. It notes there are pros and cons to inclusion. Research shows disabled students do as well or better academically in inclusive classrooms and benefit socially from inclusion. Inclusion helps general education students become more accepting and offer academic support. However, not all students learn best in inclusive environments, as some need more individualized instruction. The document reviews federal laws supporting inclusion and landmark court cases. It provides strategies to promote successful inclusion and concludes that while inclusion has downsides, research shows benefits outweigh risks.
1. Inclusive early childhood education has been influenced by various disciplines and shaped by societal trends and legislation over time.
2. Creating a positive social-emotional climate is important for all children's learning and development. Teachers must be aware of factors influencing children's behavior and implement strategies at multiple levels.
3. Developing cultural competence allows teachers to better support diverse children and collaborate with families.
Chapter one powerpoint instructional strategies[1]Shirley Johnson
This document provides an overview of key concepts in special education, including inclusion, critical special education legislation, standards-based education, multi-tiered systems of support, universal design for learning, differentiated instruction, evidence-based practices, and considerations for student diversity. It discusses laws such as IDEA, ADA, and NCLB and how they have shaped special education. Critical components of inclusion and special education programming like IEPs, least restrictive environments, and accommodations are also summarized.
Inclusive education aims to educate students with disabilities alongside their non-disabled peers. It rejects separating students through special schools or classrooms. The goal is for all students to learn together in a fully inclusive environment. Inclusive classrooms provide individualized supports and services to meet student needs without stigma. Research shows most students perform better when exposed to an inclusive curriculum, as long as appropriate strategies and accommodations are in place. Benefits of inclusion include developing strengths and accepting differences, which can reduce bullying. Success depends on collaboration, well-constructed student plans, and ongoing training.
Inclusive Education in ELT - Education for AllMercedes Viola
Education should be inclusive at all levels and ensure the access of disabled children and teenagers to the same general education offered to all.
Inclusive Education means all students can fully participate in any mainstream school, college or university. It is a process of addressing and responding to the diversity of needs of all learners.
Since English is being taught in most schools and universities, it plays a crucial role in the design of an inclusive curriculum.
In this talk we will look at what inclusive Education implies and how we, English teachers, can create meaningful learning experiences for all.
This document discusses inclusive education and its goals of accommodating all students regardless of physical, intellectual, social, or other conditions. It aims to address the learning needs of marginalized and excluded groups like disabled students, girls, poor students, and those in remote areas. While programs have targeted some of these groups, they have often functioned outside the mainstream and failed to guarantee continued education opportunities. Inclusive education seeks to transform education systems by removing barriers preventing full participation, such as discrimination based on ethnicity, gender, poverty, or disability. It examines how to make educational provisions flexible and accommodating to all students' diverse needs.
This document discusses inclusive education, which acknowledges that all children can learn regardless of ability or background. It promotes educating children in their local schools and communities by making educational structures more accommodating of diverse needs. The benefits of inclusive education include breaking cycles of poverty and exclusion while improving quality of education for all. It promotes non-discrimination and wider social inclusion. Inclusive education is seen as the most cost-effective approach that maximizes equal opportunities and participation for students compared to special education schools or integrated settings.
Inclusive education session in HMs training Pakistanzulfiqaralibehan
This document discusses inclusive education, which promotes the full development of all learners regardless of attributes. It defines inclusive education and outlines its key principles like non-discrimination and equal opportunities. The document also discusses the aims of inclusive education like protecting rights and developing skills. It notes problems students may face like feeling isolated and lists the role of teachers in supporting students. Finally, it proposes strategies to improve inclusive education like mainstreaming, special teacher training, and improving resources.
Model development for inclusive education management practical guidelines for...Alexander Decker
1) The document discusses inclusive education management in Thailand, including the current status, problems, and needs for improvement.
2) It reviews inclusive education best practices in other countries and how that knowledge can be applied to Thailand.
3) The goal is to develop an inclusive education model for Thailand's school system to benefit students with special needs as well as teachers, administrators, parents and communities.
The document discusses the contributions of government and non-government organizations towards inclusive education in India. It outlines several national policies, programs, and legal acts established by the government to promote inclusive education, including the Persons with Disabilities Act, Sarva Shiksha Abhiyan, and Rashtriya Madhyamik Shiksha Abhiyan. It also describes the roles of several non-governmental organizations in providing educational services and vocational training to children with disabilities.
This PPT covers the meaning ,definition characteristics of inclusive education. It also includes teaching learning strategies and role of teachers for inclusive setting.
Inclusive education embraces all students and commits to providing each student the right to belong in the classroom, regardless of differences. It teaches students to appreciate diversity and work to end oppression of groups. Inclusion benefits all students by fostering meaningful friendships, acceptance of differences, and respect for diversity, preparing them for an inclusive society. Special education placements have not shown clear advantages over regular inclusive classrooms. The presentation calls for changing attitudes to be more inclusive, as everyone counts.
The document discusses the benefits of inclusion, which is educating students with disabilities in general education classrooms with their peers. Some key benefits include:
1) Students with disabilities have access to the core curriculum and support from specialized teachers and staff in the classroom. Tests and assignments can be modified to meet their needs.
2) Both students with and without disabilities experience social and academic benefits from inclusion. They learn to accept individual differences and develop new friendships.
3) Inclusion prepares all students for diversity in society and has been shown to improve learning outcomes for both groups of students. It allows students to be educated with their peers in the least restrictive environment.
This document discusses the inclusive education debate. It provides background on inclusive education, integration, and exclusion. It then gives reasons for inclusion, including legal, moral, and rational reasons supported by research showing social, academic, and behavioral benefits. Legally, the IDEA mandates students receive education in the least restrictive environment. Successful inclusion requires an understanding of what it means, proper funding and resources, and teachers with the right mindset and acceptance of inclusive practices.
Barriers and Opportunities of Inclusive Education in Present Educational Systemijtsrd
The document discusses several key barriers to inclusive education:
1. Disability, language delays, economic disadvantages, and negative social attitudes can create barriers to learning for students.
2. A lack of appropriate support resources like communication strategies for non-verbal students and partnerships between schools and industries can also hinder inclusive education.
3. Factors like inadequate educational facilities, poverty, lack of parental involvement, and socioeconomic inequalities in society present additional barriers that impact students' learning opportunities and achievement.
Overcoming these barriers is an important goal but also a challenge that requires addressing the relationships between educational, social, political, economic and cultural contexts.
#MeaningofInclusiveEducation
#CreatinganInclusiveSchool
This PPT covers historical background of Inclusive Education, Meaning of Inclusive Education, Need of Inclusive Education in bilingual method. This PPT is quite useful for all persons who are engaged in the field of Special Education/ Inclusive education.
This document summarizes an international conference on emerging trends in educating persons with disabilities organized by the Dr. MGR Institute of Special Education & Research in collaboration with the Tamil Nadu Teachers Education University. It discusses the importance of inclusive education and preparing teachers for inclusive classrooms. Three essential components for building capacity in inclusive education are increasing awareness, pre-service teacher training, and in-service training. The roles of teachers in general and for inclusion are outlined. Educational implications and the importance of teachers in the success of inclusive education are highlighted.
This document discusses inclusive education, which aims to educate students with disabilities alongside their non-disabled peers. It defines inclusive education as an approach that ensures all students have access to their neighborhood schools and are provided appropriate supports to participate and learn. The key aspects of inclusive education discussed are educating students in age-appropriate regular classrooms, providing individualized services and supports, and creating a welcoming community for all students regardless of abilities. Benefits mentioned include developing strengths, friendships, and fostering respect and acceptance of differences.
This document discusses inclusive education for learners with disabilities and the issues and challenges involved. It defines inclusive education as addressing diversity of needs for all learners through increased participation. Effective inclusive schools promote student needs through collaboration, know student learning needs, create inclusive environments, and have adaptive leadership. Key challenges to inclusion are attitudinal issues, ensuring equality for children with special needs, insufficient resources, and lack of teacher training. Strategies to meet these challenges include innovative teacher training programs, cross-ministry collaboration, involvement of NGOs, and school-university partnerships.
This document discusses inclusive education in India. It defines inclusive education as promoting the full development of all learners regardless of differences. It outlines India's policies and schemes to promote inclusive education since 1985. The principles of inclusive education include no discrimination, equal opportunities, and adapting schools to students' needs. Challenges include lack of understanding, adjustment issues, and feeling isolated for students, and a need for trained teachers, facilities, and funds. The document recommends strategies like cooperative learning, peer tutoring, and mainstreaming to improve inclusive education.
Inclusive education aims to promote equal opportunities for all learners regardless of their abilities or backgrounds. It involves educating students with disabilities alongside their peers in common schools and classrooms, with appropriate support services. The principles of inclusive education are non-discrimination, equal opportunities, adapting schools to meet student needs, equal benefits for all students, and listening to students' perspectives. Some benefits are that all students can learn from each other, students with disabilities develop social skills, and everyone receives equal access to education. However, there are also challenges like students with disabilities potentially being disruptive or facing bullying.
The document discusses what makes a school inclusive. It defines an inclusive school as one that provides opportunities and support for all learners, regardless of ability, to learn together in a general education classroom. An inclusive school embraces diversity, removes barriers to participation, and addresses all students' learning needs.
The most important things in creating an inclusive environment are preparing teachers and staff to meet diverse needs through collaboration, and ensuring special education teachers are well-trained and able to support all marginalized learners.
This document discusses principles and resources needed for inclusion education. It outlines that inclusion requires adequate support services, individualized education programs, professional development for teachers, time for planning and collaboration between teachers, specialists, and parents. It also discusses teaching models like station teaching where the classroom is divided into areas, as well as the benefits of inclusion like social cohesion, improved achievement, and democratic values.
The document discusses inclusion of students with learning disabilities in regular classrooms. It provides that inclusion aims to give these students opportunities to be educated with same-age peers, develop friendships, and help teachers recognize student strengths. Teachers in inclusion classrooms must know student IEP goals and modifications. Legal requirements under IDEA mandate that teachers follow student IEPs and educate learning disabled students in regular classrooms whenever possible. The document outlines instructional strategies teachers can use to adapt instruction for included students, such as adjusting materials, assistance, delivery, and response methods.
Inclusive Education in ELT - Education for AllMercedes Viola
Education should be inclusive at all levels and ensure the access of disabled children and teenagers to the same general education offered to all.
Inclusive Education means all students can fully participate in any mainstream school, college or university. It is a process of addressing and responding to the diversity of needs of all learners.
Since English is being taught in most schools and universities, it plays a crucial role in the design of an inclusive curriculum.
In this talk we will look at what inclusive Education implies and how we, English teachers, can create meaningful learning experiences for all.
This document discusses inclusive education and its goals of accommodating all students regardless of physical, intellectual, social, or other conditions. It aims to address the learning needs of marginalized and excluded groups like disabled students, girls, poor students, and those in remote areas. While programs have targeted some of these groups, they have often functioned outside the mainstream and failed to guarantee continued education opportunities. Inclusive education seeks to transform education systems by removing barriers preventing full participation, such as discrimination based on ethnicity, gender, poverty, or disability. It examines how to make educational provisions flexible and accommodating to all students' diverse needs.
This document discusses inclusive education, which acknowledges that all children can learn regardless of ability or background. It promotes educating children in their local schools and communities by making educational structures more accommodating of diverse needs. The benefits of inclusive education include breaking cycles of poverty and exclusion while improving quality of education for all. It promotes non-discrimination and wider social inclusion. Inclusive education is seen as the most cost-effective approach that maximizes equal opportunities and participation for students compared to special education schools or integrated settings.
Inclusive education session in HMs training Pakistanzulfiqaralibehan
This document discusses inclusive education, which promotes the full development of all learners regardless of attributes. It defines inclusive education and outlines its key principles like non-discrimination and equal opportunities. The document also discusses the aims of inclusive education like protecting rights and developing skills. It notes problems students may face like feeling isolated and lists the role of teachers in supporting students. Finally, it proposes strategies to improve inclusive education like mainstreaming, special teacher training, and improving resources.
Model development for inclusive education management practical guidelines for...Alexander Decker
1) The document discusses inclusive education management in Thailand, including the current status, problems, and needs for improvement.
2) It reviews inclusive education best practices in other countries and how that knowledge can be applied to Thailand.
3) The goal is to develop an inclusive education model for Thailand's school system to benefit students with special needs as well as teachers, administrators, parents and communities.
The document discusses the contributions of government and non-government organizations towards inclusive education in India. It outlines several national policies, programs, and legal acts established by the government to promote inclusive education, including the Persons with Disabilities Act, Sarva Shiksha Abhiyan, and Rashtriya Madhyamik Shiksha Abhiyan. It also describes the roles of several non-governmental organizations in providing educational services and vocational training to children with disabilities.
This PPT covers the meaning ,definition characteristics of inclusive education. It also includes teaching learning strategies and role of teachers for inclusive setting.
Inclusive education embraces all students and commits to providing each student the right to belong in the classroom, regardless of differences. It teaches students to appreciate diversity and work to end oppression of groups. Inclusion benefits all students by fostering meaningful friendships, acceptance of differences, and respect for diversity, preparing them for an inclusive society. Special education placements have not shown clear advantages over regular inclusive classrooms. The presentation calls for changing attitudes to be more inclusive, as everyone counts.
The document discusses the benefits of inclusion, which is educating students with disabilities in general education classrooms with their peers. Some key benefits include:
1) Students with disabilities have access to the core curriculum and support from specialized teachers and staff in the classroom. Tests and assignments can be modified to meet their needs.
2) Both students with and without disabilities experience social and academic benefits from inclusion. They learn to accept individual differences and develop new friendships.
3) Inclusion prepares all students for diversity in society and has been shown to improve learning outcomes for both groups of students. It allows students to be educated with their peers in the least restrictive environment.
This document discusses the inclusive education debate. It provides background on inclusive education, integration, and exclusion. It then gives reasons for inclusion, including legal, moral, and rational reasons supported by research showing social, academic, and behavioral benefits. Legally, the IDEA mandates students receive education in the least restrictive environment. Successful inclusion requires an understanding of what it means, proper funding and resources, and teachers with the right mindset and acceptance of inclusive practices.
Barriers and Opportunities of Inclusive Education in Present Educational Systemijtsrd
The document discusses several key barriers to inclusive education:
1. Disability, language delays, economic disadvantages, and negative social attitudes can create barriers to learning for students.
2. A lack of appropriate support resources like communication strategies for non-verbal students and partnerships between schools and industries can also hinder inclusive education.
3. Factors like inadequate educational facilities, poverty, lack of parental involvement, and socioeconomic inequalities in society present additional barriers that impact students' learning opportunities and achievement.
Overcoming these barriers is an important goal but also a challenge that requires addressing the relationships between educational, social, political, economic and cultural contexts.
#MeaningofInclusiveEducation
#CreatinganInclusiveSchool
This PPT covers historical background of Inclusive Education, Meaning of Inclusive Education, Need of Inclusive Education in bilingual method. This PPT is quite useful for all persons who are engaged in the field of Special Education/ Inclusive education.
This document summarizes an international conference on emerging trends in educating persons with disabilities organized by the Dr. MGR Institute of Special Education & Research in collaboration with the Tamil Nadu Teachers Education University. It discusses the importance of inclusive education and preparing teachers for inclusive classrooms. Three essential components for building capacity in inclusive education are increasing awareness, pre-service teacher training, and in-service training. The roles of teachers in general and for inclusion are outlined. Educational implications and the importance of teachers in the success of inclusive education are highlighted.
This document discusses inclusive education, which aims to educate students with disabilities alongside their non-disabled peers. It defines inclusive education as an approach that ensures all students have access to their neighborhood schools and are provided appropriate supports to participate and learn. The key aspects of inclusive education discussed are educating students in age-appropriate regular classrooms, providing individualized services and supports, and creating a welcoming community for all students regardless of abilities. Benefits mentioned include developing strengths, friendships, and fostering respect and acceptance of differences.
This document discusses inclusive education for learners with disabilities and the issues and challenges involved. It defines inclusive education as addressing diversity of needs for all learners through increased participation. Effective inclusive schools promote student needs through collaboration, know student learning needs, create inclusive environments, and have adaptive leadership. Key challenges to inclusion are attitudinal issues, ensuring equality for children with special needs, insufficient resources, and lack of teacher training. Strategies to meet these challenges include innovative teacher training programs, cross-ministry collaboration, involvement of NGOs, and school-university partnerships.
This document discusses inclusive education in India. It defines inclusive education as promoting the full development of all learners regardless of differences. It outlines India's policies and schemes to promote inclusive education since 1985. The principles of inclusive education include no discrimination, equal opportunities, and adapting schools to students' needs. Challenges include lack of understanding, adjustment issues, and feeling isolated for students, and a need for trained teachers, facilities, and funds. The document recommends strategies like cooperative learning, peer tutoring, and mainstreaming to improve inclusive education.
Inclusive education aims to promote equal opportunities for all learners regardless of their abilities or backgrounds. It involves educating students with disabilities alongside their peers in common schools and classrooms, with appropriate support services. The principles of inclusive education are non-discrimination, equal opportunities, adapting schools to meet student needs, equal benefits for all students, and listening to students' perspectives. Some benefits are that all students can learn from each other, students with disabilities develop social skills, and everyone receives equal access to education. However, there are also challenges like students with disabilities potentially being disruptive or facing bullying.
The document discusses what makes a school inclusive. It defines an inclusive school as one that provides opportunities and support for all learners, regardless of ability, to learn together in a general education classroom. An inclusive school embraces diversity, removes barriers to participation, and addresses all students' learning needs.
The most important things in creating an inclusive environment are preparing teachers and staff to meet diverse needs through collaboration, and ensuring special education teachers are well-trained and able to support all marginalized learners.
This document discusses principles and resources needed for inclusion education. It outlines that inclusion requires adequate support services, individualized education programs, professional development for teachers, time for planning and collaboration between teachers, specialists, and parents. It also discusses teaching models like station teaching where the classroom is divided into areas, as well as the benefits of inclusion like social cohesion, improved achievement, and democratic values.
The document discusses inclusion of students with learning disabilities in regular classrooms. It provides that inclusion aims to give these students opportunities to be educated with same-age peers, develop friendships, and help teachers recognize student strengths. Teachers in inclusion classrooms must know student IEP goals and modifications. Legal requirements under IDEA mandate that teachers follow student IEPs and educate learning disabled students in regular classrooms whenever possible. The document outlines instructional strategies teachers can use to adapt instruction for included students, such as adjusting materials, assistance, delivery, and response methods.
The document provides information about inclusive education. It begins by defining the objectives of the session as helping participants understand inclusive education, its legal basis and benefits, how to build support networks, and ways to implement inclusion. It then discusses how inclusion allows all children to learn together without discrimination. The document outlines the types of children who can be included, such as those with learning disabilities, visual or hearing impairments, autism, or intellectual disabilities. It provides details on identifying signs of these disabilities in children and accommodations that can help. The document discusses laws and policies mandating inclusion and the benefits it provides children. It concludes by discussing how inclusion can be implemented for administrators, teachers, parents and students.
The document discusses key factors for successful inclusive education including visionary leadership, collaboration between staff, assessment support for students and staff, funding, community involvement, adapted curriculum, effective teaching practices, and ensuring a proportion of disabled students. It also outlines the principles of inclusion being social justice, normalization, least restrictive environments, and learning. Finally, it lists the least restrictive environment, transdisciplinary teams, and individualized education programs as important components and the 4A framework of availability, accessibility, acceptability, and adaptability.
The document discusses strategies to improve inclusive education, which is an approach that aims to place students with disabilities in regular classrooms. It emphasizes equal opportunities and full participation for all students regardless of their abilities or backgrounds. Some important strategies discussed include training teachers to use diverse teaching methods, adapting classrooms and curriculums to meet varied student needs, encouraging peer support between students, and addressing barriers like a lack of resources or negative attitudes. The overall goal is to create inclusive, supportive learning environments where all children can thrive.
The document outlines the education support structures and relationships at various levels, including the national, provincial, district, and school levels. At the national level, policies are developed and resources are allocated. The provincial level facilitates employment of educators and monitors budgets. The district level provides support programs, materials, and training to address learning barriers. At the school level, parental involvement is encouraged and strategies are developed to meet learner needs through support from district personnel. Special schools can serve as resource centers that provide specialized support to other schools through personnel, resources, and training on inclusive practices.
The document describes several scenarios of children with language difficulties:
- Manpreet struggles socially at nursery due to difficulties communicating with other children.
- Tariq has difficulty with reading despite being bright; he had problems learning to talk.
- Manisha got in trouble with a new teacher for not following instructions, but did not understand the teacher.
- Harish does not want to go to school and seems to have no friends, possibly due to being bullied over his speech difficulties.
An inclusive classroom addresses diversity in ethnicity, culture, language, gender, experiences at home, and special needs by ensuring all students belong and are included in the school community. Research shows belonging and inclusion are important needs for children's development, though implementing inclusion faces challenges like teacher apathy. Inclusive education aims to make all students part of the school regardless of their strengths or weaknesses.
Inclusive education and right to education in IndiaMadhu Mahesh Raj
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
This document introduces a toolkit for creating inclusive, learning-friendly environments. It begins with a foreword emphasizing the importance of inclusive education in the Asia-Pacific region. It then acknowledges the many contributors to the toolkit and the sources that informed its development. Finally, it provides an overview of the toolkit, stating that it is meant to help teachers, administrators, and students make classrooms more inclusive of students from diverse backgrounds and with varied abilities.
This document discusses the importance of teacher-family partnerships and provides strategies for organizing family support. It notes that involving families enhances children's learning and well-being, improves how teachers are viewed professionally, and allows teachers to support learning at home. The document outlines traditional, normed, and vulnerable family structures and discusses understanding different parenting styles, reactions to learning difficulties, and the goals and challenges of family involvement. It provides principles for empowering families and strategies for organizing support, such as developing a family resource center, holding family workshops and festivals, and acknowledging family contributions.
This document summarizes a presentation evaluating an inclusive education program in South Jakarta. It discusses the research questions, methodology, evaluation criteria, results, and recommendations. The evaluation assessed inputs, processes, outputs, and outcomes. It found that while the program is moving in the right direction, it needs improvements in inputs like teacher training and accessibility, and in management processes like monitoring and cross-sector collaboration. Recommendations include formulating clear policy, conducting needs assessments, establishing an education council for community engagement, and streamlining monitoring and evaluation.
Open solutions to a national crisis: The impact of OER on teacher education i...Leigh-Anne Perryman
1) Teacher education in India faces challenges including insufficient teacher supply and training, as well as poor learning outcomes, which some attribute to a "national crisis".
2) Open educational resources (OER) show potential to help train new and existing teachers by providing open access to curricula and pedagogical practices. However, barriers include lack of technology, skills, and attitudes toward using information communication technologies for professional development.
3) For OER to be effective in India, resources must be localized, technology and skills developed, and communities of practice built to foster sharing, autonomy, and peer support among educators.
This document discusses the evolution of educational placements for students with disabilities. It begins by defining terms like mainstreaming, least restrictive environment, and inclusion. Mainstreaming involves part-time placement in general classes, while inclusion aims for students to be served primarily in general education. The least restrictive environment concept requires students be educated as close to general classrooms as possible. More recently, there has been a shift toward full inclusion models where students are educated exclusively in age-appropriate general classrooms with appropriate supports. The document also outlines components and best practices for inclusion, such as preparation, implementation, evaluation, collaboration, individualization and a focus on diversity.
A student named Sindya J submitted a PowerPoint presentation for her English subject as part of her B.Ed course at the New B.Ed College in Nellimoodu, Thiruvananthapuram for the 2013-2014 academic year. The document certifies her submission and records her presentation under her candidate code 165/13 376 021.
Inclusive education and interlocking of ability and raceAlfredo Artiles
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document is a PowerPoint presentation about similes. It defines a simile as a figure of speech that compares two different things using like or as. The presentation provides many examples of similes related to qualities, actions, and senses. It also discusses the use of similes in famous poems, including examples from poems by Robert Burns, William Wordsworth, and Shakespeare. The presentation analyzes two specific similes from the poem "Even Past Fifty" to illustrate how similes are used in literature.
TeacherTube es una plataforma educativa similar a YouTube donde los usuarios pueden publicar, buscar y compartir videos, documentos, fotos y archivos de audio relacionados con la educación. Los usuarios pueden crear grupos con otros que comparten intereses similares y personalizar su experiencia suscribiéndose a contenidos específicos. La plataforma permite la interacción entre la comunidad educativa para intercambiar información y perspectivas sobre temas académicos.
The Multicultural Classroom and E-Portfolios jha174
Students will learn to use basic features of an e-portfolio tool to post and share their speech writing. They will practice and receive feedback on their oral presentations by viewing recordings of themselves present. Finally, students will analyze, revise and improve their speeches based on self-evaluation and viewing their recorded presentations.
EV682 Developing an Inclusive Learning Environmentkturvey
The document discusses models of disability and inclusion in education. The medical model views impairment as the problem, while the social model sees societal barriers as the problem. The document advocates celebrating diversity and ensuring equalities to support students' self-esteem and address underachievement through social inclusion and access. It outlines legislation promoting inclusion and notes the importance of high expectations, responding to student needs, and overcoming potential barriers to learning.
This document discusses key elements of quality education including learners, environments, content, processes, and outcomes. It focuses on the importance of health, nutrition, and early childhood development for learners. For environments, it emphasizes the need for healthy, safe, gender-sensitive spaces with adequate resources. The content section examines curriculum areas like literacy, numeracy, and life skills. It also looks at teaching processes and achieving learning outcomes linked to education goals.
Inclusive Education : Some Justifications and Provisions Inclusive educationSankar Prasad Mohanty
This document discusses inclusive education and provides justifications and provisions for its implementation. It defines inclusive education as a process that aims to educate all children, regardless of gender, ethnicity, ability level, or other factors, together in mainstream schools and classrooms. It provides justifications for inclusive education from educational, sociological, economic, humanitarian, and democratic perspectives. Finally, it outlines key provisions for inclusive education established in the Indian Constitution, international agreements, and national policies and plans that mandate educating all children in an inclusive environment.
This document summarizes key aspects of different education systems around the world that were explored, including the US, England, South Korea, China, Japan, Singapore, Italy, Belgium, Finland, Lithuania, India, and Mexico. For each country, the main successes and concerns of the education system are outlined. The document concludes that the US could benefit from ensuring free and funded education for all, balancing academic and well-being factors, and strengthening support for teachers through professional development and competitive salaries.
RIWC From Inclusive Education to Inclusive Employment. Dr Scott Thompson Oct5Marco Muscroft
This document discusses the ongoing journeys of inclusive education and inclusive employment. It outlines the progression from mainstreaming/integration to authentic inclusion in education, and from sheltered workshops to supported employment and customized employment in the field of work. The document explores some issues that arose with different models over time. It also considers how authentic inclusive education and supported/customized employment can learn from one another, such as schools accounting for how inclusion was practiced and the potential impacts of inclusive employment on schools. The document suggests customized employment may be particularly suitable for rural settings.
Session 2 discourses of educational developmenteddrnb
This document discusses frameworks for understanding educational quality and discourses around international education policies. It addresses the relationship between expanding access to education and ensuring quality. Key international documents like the World Declaration on Education for All, the Dakar Framework for Action, and the Millennium Development Goals are analyzed. The document also discusses tensions between expanding access versus focusing on quality, and the role of governance and inequality in achieving education for all goals.
This document discusses inclusion, which is educating students with disabilities in regular classrooms alongside their non-disabled peers. It provides perspectives both for and against inclusion. Support for inclusion includes improved academic and social outcomes for students with disabilities in inclusive settings. However, some research has found negative impacts on non-disabled peers, such as lower test scores, from having students with emotional or behavioral disabilities in the classroom. The document concludes by listing several resources on both sides of the inclusion debate.
This PowerPoint presentation discusses factors that contribute to low graduation rates among English Language Learner (ELL) students and suggests strategies to address the problem. It finds that ELL students often have poor academic achievement, especially in reading. They also face a lack of communication between schools and families. Additionally, ELL students are often not provided adequate language services or teacher support. The presentation recommends providing early reading interventions, improving school-family communication, ensuring adequate resources and support for ELL students, and making schools more culturally competent to help increase ELL graduation rates.
This document discusses inclusion, which is educating students with disabilities in regular classrooms with support services provided in the classroom rather than a separate setting. It outlines research showing both academic and social benefits of inclusion for students with and without disabilities, such as improved grades, social skills, and peer interactions. However, some research also suggests inclusion may negatively impact non-disabled peers' achievement. The document also notes legislation and court rulings supporting inclusion but recognizing the need for specialized services depending in a child's needs.
The document summarizes key events and legislation in the history of special education in the United States. It discusses influential court cases like Brown v. Board of Education in 1954 and PARC v. Pennsylvania in 1972 that paved the way for students with disabilities to receive public education. Major legislation like the Education for All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act of 1990 guaranteed students with disabilities the right to free, appropriate public education. The document also discusses how societal views and the learning environment for students with disabilities have evolved over time.
The document summarizes a service learning project conducted by university students to support refugees and asylum seekers. The students worked with the Australian Red Cross Migration Support Program and OzHarvest to collect and distribute food to vulnerable community members. Key activities included selecting culturally appropriate food, transporting it, and researching food storage safety. While the project provided benefits, challenges included a lack of resources and supervision. Overall, the experience helped students develop skills in teamwork, technology, and working with diverse groups.
School for Life is a non-formal educational program in Ghana that started in 1994 to provide education for out-of-school children ages 8-15 in the rural Northern Region. It uses a flexible curriculum taught in local languages by community members to develop literacy, numeracy, and life skills over 9 months. The program aims to empower communities and promote gender equality through participatory learning methods inspired by theorists like Dewey, Piaget, Vygotsky, and Freire. While strengths include community empowerment and adapting to local needs, weaknesses include a lack of subject diversity and teacher training. The program has increased literacy and reduced social issues like early marriage.
Time to end the bias towards inclusive educationJorge Barbosa
The document discusses the UK coalition government's call to end the "bias towards inclusion" in education. It provides context on the evolution of inclusive education policy in the UK and internationally. While past UK governments and international agreements have increasingly supported inclusion, the document argues this rhetoric has been undermined by conceptual issues that do not truly promote inclusion. It discusses perspectives on inclusion from a recently completed research project involving disabled children, their parents, and professionals. Overall, the document challenges the assumption that there has been a true bias toward inclusion in practice, as policies have not adequately addressed barriers within the education system itself.
Perspectives on Inclusion: The politics of difference and diversitySUNY Oneonta
This document discusses inclusion as a complex issue related to human rights, social justice, and struggles for equity in education. It addresses how inclusion is often reduced to special education and fails to consider intersections of disability with other forms of disadvantage like socioeconomic status, gender, and race. The document advocates for more holistic, rights-based approaches to inclusion that address barriers to learning and meet student needs through coordinated support across education, health, and other systems. It also critiques how market-driven education models can undermine inclusion by treating students as commodities based on perceived worth or deficits rather than human rights.
This document provides an overview of a session on innovations in schooling and other educational institutions in developing countries. It discusses the challenges faced in meeting education demands in the 21st century. It then considers alternative schooling approaches that aim to cater to learners who lack access to formal schools or resources, such as open schooling, interactive radio instruction, and distance learning initiatives. The session contextualizes these approaches within international development goals and the roles of organizations in promoting non-formal education. Learning outcomes, case studies of programs, and debates on private sector involvement are also covered.
1) Differentiated instruction is an approach to teaching that recognizes students learn in different ways and at different paces. Teachers adapt their instruction to meet the individual needs of students by varying content, process, products, and the learning environment.
2) Disproportionate representation of culturally diverse students in special education programs has been a concern for decades. Differentiated instruction addresses this by expecting students to be different and adjusting teaching approaches accordingly.
3) For differentiated instruction to be effective and culturally responsive, it must align with culturally responsive pedagogy by incorporating and validating students' cultural experiences into the curriculum.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Just like the faulty syllogism depicted by the cartoon, my personal rationale is based upon my struggle with the human rights orientation bias of inclusive education. The focus in my rationale is on the Indigenous children’s numeracy/literacy underperformance, how to address it wielding the principles and the ensuing micro-skills required to include them in my classroom. My assumption therefore is that one reason they are underperforming is because they are not effectively included in our teaching and learning process.
These pieces of legislations ensure that schools perpetuate this moral obligation of the state to its citizens. The teacher’s task is more than just the perfunctory delivery of the curriculum through meaningful learning experience, he/she must also ensure that no child is disadvantaged by the learning process. This is one tenet of middle years schooling.
These policies are either politically initiated in response to but not necessarily adopting popular discussions on the matter. An example of this the implementation of standardised assessment.
Even with the assumed validity of human rights as its reifying force, current practices deemed as inclusive are not necessarily inclusive (Graham & Slee, 2008, p.8). In his 2008 Boyer Lecture, Rupert Murdoch warned that “Australia’s system of public education can never be called a success until Aboriginal Australians benefit from it as much as any other citizens.” The statement is supported by some dismal statistics on our indigenous children. Another powerful statement by Yvone Butler, an Aboriginal woman says, “Education is the greatest single weapon to overcome disadvantage.” The Indigenous children’s numeracy and literacy underperformance is a prima facie indictment on our failure to include them in our schools which in effect questions our adherence to the 1948 Human Rights Declaration.
Teachers often view classroom diversity with trepidation rather than a challenge. Refuge is often found in the rigid adherence to a politically-mandated curriculum designed to foster equality rather than equity for all students. In other words, the curriculum mitigates the ill-conceived perception of including all students because of diversity. The Statement of Intent clearly sets the pace for a departure from this perception to a more dynamic pedagogy of indifference espoused by Lingard (2007) where exlusionary practices can be obviated through the teacher’s academic rigour (p.247). The lesson designs and the learning experiences employed should reflect the thinking of including all students in spite of their diversity. This is valuing diversity.
According to Australian Directions in Indigenous Education 2005-2008 (Ministerial Council on Employment, Education and Affairs, MCEETYA, 2005), Indigenous students are taught in classrooms using a curriculum designed to absorb all students regardless of their cultures for the sake of fairness for all students. The curriculum is often Anglo-Saxon in origin where the emphasis is making sense of information and their meaning is negotiated through texts; failing to understand the way Indigenous people interact with the land and with each other which affects the way language is used in schools and in the community at large (MCEETYA, 2005, p. 3)
Teaching the concept of measurement requires an onerous task. The need to define terms cannot take precedence over the actual task of measuring. Indigenous students need to be exposed to more kinaesthetic learning experience – although this is not to say that this is specific to their culture.
Without trivialising the conceptual error here demonstrated, one must see beyond the humour of the response. A non-Indigenous student can easily make this error too but this Year 9 Knowledge & Understanding item in an end-of-term exam highlights the need to incorporate the intangible aspects of language in order to convey the desired meaning. In this case, measurement.
One challenge of middle years schooling is providing a seamless transition between primary and secondary schooling so to lessen the shock of exposure to something that is unfamiliar. This is attained through a well-managed, school-based activity such as high school teachers regularly visiting Yr 7 classes, or taking them to a target high school. Another challenge is that of replicating primary schooling in early secondary studies. This diagram illustrates one effort by a MYS teacher.
The Melbourne Declaration (MCEETYA, 2008) stipulates for a just and democratic society where students need to become productive citizens through a democratic process in which, education is a mediatory institution (Brennan, 2000, p. 5). Throughout all phases of learning, students need the opportunity to be part of the decision-making of their school communities. Students need opportunities to negotiate curriculum and assessment and to practise reflective (and responsive) citizenship in their classroom and in their communities (Queensland State Education, 2001, p. 7).