This document discusses strategies for changing teachers' attitudes towards inclusion of students with learning barriers. It suggests that teachers may lack skills or resources to implement inclusion effectively. To address this, it recommends providing teachers with training and experience teaching a diverse group of students, to improve their knowledge and demonstrate inclusion is not difficult. It also stresses the importance of accepting student diversity and eliminating attitudinal barriers to promote quality, equitable education for all students.

1. To change teacher’s attitude towards inclusion
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2.  In our countries, inclusion of children with learning
barrier’s has to be made by law; but teacher’s
attitude towards it isn’t always positive.
 Educator’s believes and attitudes regarding
inclusion are closely linked with the acceptance of
children with learning barriers, and teacher’s
attitude can be critical to the quality of their
inclusive instructional strategies.
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3.  Some educators feel they have a lack of skills to
teach in an inclusive setting.
 They also feel they didn’t have the educational
resources to implement an inclusion program, so
they won’t be able to provide special education to
learners with LB.
• If teacher don’t have the knowledge needed for
teaching students with LB; and they are lacking
training resources, they will not be able to develop
the learning strategies needed
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4.  Every child is entitled to Education, in a non
restrictive environment.
• This means that children with or without LB are
entitle to education; but until there is an
agreement on the definition of inclusion and of LB;
inclusion is going to be very specialized and
dependent upon the practices of each individual
school.
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5.  Everything that keeps learning from happening
smoothly.
• Learning Barriers can be:– Attitudinal– (societal)
Organizational– Practice– Physical impairments–
Specific learning disabilities, social difficulties–
Mental Health difficulties
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6.  We can understand inclusion as re-organizing,
accommodating and meeting the learning needs
of all students.
 This ranges form the exceptionally bright and
gifted, to those for whom learning is challenging
and more complex
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7. . Eliminate attitudinal barriers for an inclusion
program.
Accept the diversity of children and appreciate
them in their diversity.
Show teachers that the implementation of an
inclusion program is not difficult.
Provide a learning experience for teachers to
improve their knowledge in teaching a wide
diversity of children.
Eliminate the barriers in order to achieve learning
inclusion: promoting quality and equity of
education for all.
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8.  Can you describe why they are difficult
 Should they be given extra help for bad behaviour
(disruptive behaviour)
 Can you share your solution with others
 What attitudes do these statements reflect ?
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9.  In today’s classrooms, there is diversity from A to
Z;– and teachers need support and
encouragement in acquiring the skills to serve all
this diversity;– so they’ll have a positive attitude
towards inclusion
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10. Lectures for motivation for working in the inclusion​
. “All children are competent”​ . “Teaching to all learners”
i) Provide multiple means of representation.
Present content in different ways to give
students a variety of options for acquiring information and knowle
dge.
ii) Provide multiple means of expression. Ensure students have a
variety of ways of demonstrating what they know.
iii) Provide multiple means of engagement. Create a stimulating
learning environment by
offering various ways for student to engage, based on preferenc
es and interests.
iv) Different channels of learning: visual, auditory, and kinesthetic. ​
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11.  Environmental support. Alter the physical, social or
 temporal environment to promote participation,
 engagement and learning.
 Material adaptation. Modify materials to promote independence.
 Activity simplification. Simplify and complicated tasks by breakin
g
 into smaller parts or reducing the number of steps.
Child preference. Capitalize on the childs favourite activities ​
Adult support. Apply direct adult intervention to support child effort
s
Peer support.
Use classmates as models to help children’s learn.​
Invisible support. Arrange naturally occurring events to assist inclu
sion.
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12.  Staff meetings
 Where the teachers can freely talk, under the pre
mise of confidentiality, of their cases and
get support from the rest of the staff.
Can staff feel safe when they tell others they are
having a problem with a learner ?
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13.  Is inclusion a reality that can be achieved ?
 Is having groups by ability better than inclusion ?
 ANY further Questions ?
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