The document discusses key principles of inclusive education, including equal access for all students regardless of ability, treating students as individuals, accommodating diverse needs, collaboration among teachers and support staff, engaging the community, and continuous improvement. It provides examples of how inclusive strategies can be implemented in schools and classrooms to ensure quality education for all students.
This document discusses inclusive education. It begins by defining inclusive education as bringing all students together in one classroom regardless of abilities, and maximizing the potential of all students. It discusses the benefits of inclusion such as developing friendships and learning important academic skills. It also addresses common misconceptions like the idea that separate classrooms are better or that students must be ready for inclusion. Overall, the document advocates for inclusion as an educational approach that provides community membership and learning opportunities for all students.
The document discusses creating an inclusive school environment. It defines inclusive, integrated, and special education. Inclusive education aims for all students to attend their neighborhood schools and be supported in regular classrooms. The document also discusses promoting awareness of inclusive education among parents and students. Teacher development is key, and initiatives should focus on maintaining positive attitudes, providing training workshops, and integrating inclusive education into pre-service and in-service teacher training curricula. Teachers play a crucial role in successfully implementing inclusive practices.
UNESCO toolkit 6: Creating a Healthy and Protective ILFESaloni Singhal
This document discusses the importance of developing effective school health and protection policies to create inclusive, learning-friendly environments. It provides tools and guidance to assess current policies, build consensus around needed policies, and advocate for their enactment. The summary is:
[1] The document provides guidance on developing school health policies to ensure children's health, safety, and ability to learn. [2] It offers activities to assess current policies, build consensus on needed policies through community engagement, and advocate for policy changes. [3] The goal is to enact policies that promote inclusive, learning-friendly environments and address the needs of all children, especially those with diverse backgrounds and abilities.
The document discusses inclusion of students with disabilities in mainstream classrooms. It outlines the legal basis for inclusion in Indian and UN laws. It defines key terms related to inclusion like general educator, special educator, resource room, and defines disabilities. It discusses strategies for promoting inclusion at Chrysalis school including classroom placement models and roles of different professionals. It provides guidance on promoting positive classroom behavior and managing behaviors through relationship building, social skills training, clear instructions, routines, and self-management techniques.
The document outlines a teacher's philosophy of special education which focuses on ensuring all students can learn and achieve their goals through inclusive teaching practices and making lessons relevant to students' lives, summarized by the acronym ALL S.T.A.R. It also describes the teacher's classroom management style which emphasizes consistency, character development, and positive modeling, summarized by the acronym H.E.R.O. Finally, it provides an example lesson plan for a 3rd grade social studies unit on economics.
The document discusses the author's developing special education philosophy based on interviews with educators. The author incorporates aspects of various philosophies like axiology and logic, believing education should empower all students. The philosophy is implemented by setting clear expectations, promoting achievement, and creating a positive, inclusive learning environment for all students.
April jones’ inclusive presentation podcastaljones1908
This document discusses inclusive education from the perspectives of various roles at April Jones' Academy, including a special educator, occupational therapist, lead teacher, social worker, and school coordinator. It emphasizes that inclusive classrooms provide benefits to both students with and without special needs by ensuring all students have access to resources and support to thrive. While some students may require more specialized support, the goal is for students of varying abilities to learn together in a nurturing environment. The presenters provide strategies for implementing inclusive practices and dispel myths about how it could hinder learning.
This document provides an introduction to inclusive education. It defines inclusion as students with disabilities being supported in age-appropriate general education classrooms and receiving specialized instruction according to their IEPs. The key topics covered include definitions of inclusion, integration and mainstreaming; principles of inclusion; legislation and policies promoting inclusion internationally and in Pakistan; benefits of inclusion for students, families and society; and challenges to implementing inclusive education.
This document discusses inclusive education. It begins by defining inclusive education as bringing all students together in one classroom regardless of abilities, and maximizing the potential of all students. It discusses the benefits of inclusion such as developing friendships and learning important academic skills. It also addresses common misconceptions like the idea that separate classrooms are better or that students must be ready for inclusion. Overall, the document advocates for inclusion as an educational approach that provides community membership and learning opportunities for all students.
The document discusses creating an inclusive school environment. It defines inclusive, integrated, and special education. Inclusive education aims for all students to attend their neighborhood schools and be supported in regular classrooms. The document also discusses promoting awareness of inclusive education among parents and students. Teacher development is key, and initiatives should focus on maintaining positive attitudes, providing training workshops, and integrating inclusive education into pre-service and in-service teacher training curricula. Teachers play a crucial role in successfully implementing inclusive practices.
UNESCO toolkit 6: Creating a Healthy and Protective ILFESaloni Singhal
This document discusses the importance of developing effective school health and protection policies to create inclusive, learning-friendly environments. It provides tools and guidance to assess current policies, build consensus around needed policies, and advocate for their enactment. The summary is:
[1] The document provides guidance on developing school health policies to ensure children's health, safety, and ability to learn. [2] It offers activities to assess current policies, build consensus on needed policies through community engagement, and advocate for policy changes. [3] The goal is to enact policies that promote inclusive, learning-friendly environments and address the needs of all children, especially those with diverse backgrounds and abilities.
The document discusses inclusion of students with disabilities in mainstream classrooms. It outlines the legal basis for inclusion in Indian and UN laws. It defines key terms related to inclusion like general educator, special educator, resource room, and defines disabilities. It discusses strategies for promoting inclusion at Chrysalis school including classroom placement models and roles of different professionals. It provides guidance on promoting positive classroom behavior and managing behaviors through relationship building, social skills training, clear instructions, routines, and self-management techniques.
The document outlines a teacher's philosophy of special education which focuses on ensuring all students can learn and achieve their goals through inclusive teaching practices and making lessons relevant to students' lives, summarized by the acronym ALL S.T.A.R. It also describes the teacher's classroom management style which emphasizes consistency, character development, and positive modeling, summarized by the acronym H.E.R.O. Finally, it provides an example lesson plan for a 3rd grade social studies unit on economics.
The document discusses the author's developing special education philosophy based on interviews with educators. The author incorporates aspects of various philosophies like axiology and logic, believing education should empower all students. The philosophy is implemented by setting clear expectations, promoting achievement, and creating a positive, inclusive learning environment for all students.
April jones’ inclusive presentation podcastaljones1908
This document discusses inclusive education from the perspectives of various roles at April Jones' Academy, including a special educator, occupational therapist, lead teacher, social worker, and school coordinator. It emphasizes that inclusive classrooms provide benefits to both students with and without special needs by ensuring all students have access to resources and support to thrive. While some students may require more specialized support, the goal is for students of varying abilities to learn together in a nurturing environment. The presenters provide strategies for implementing inclusive practices and dispel myths about how it could hinder learning.
This document provides an introduction to inclusive education. It defines inclusion as students with disabilities being supported in age-appropriate general education classrooms and receiving specialized instruction according to their IEPs. The key topics covered include definitions of inclusion, integration and mainstreaming; principles of inclusion; legislation and policies promoting inclusion internationally and in Pakistan; benefits of inclusion for students, families and society; and challenges to implementing inclusive education.
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. Some teachers may teach two grades while others may teach up to seven grades. It occurs where there are more grade levels than teachers. Factors like cultural, socioeconomic, benefits to learning, and community involvement contribute to multigrade teaching. Teachers face challenges like curriculum planning, attitude, isolation, and varying student abilities but can overcome them with support, resources, and community involvement.
Barriers to learning can exist within the learner, the learning institution, the education system, or the broader social, economic, and political context. These barriers manifest when learning breaks down or learners drop out of school. Some barriers are permanent while others are temporary. Effective monitoring of learner needs is key to preventing barriers. Common barriers include socioeconomic factors, lack of access to basic services and education facilities, poverty, and factors placing learners at risk such as abuse, substance abuse, teenage pregnancy, political violence, and unsafe learning environments.
UNESCO toolkit 2:Working with Families and CommunitiesSaloni Singhal
The document describes how communities can support the development of inclusive, learning-friendly environments (ILFEs) in schools. It discusses that communities include parents, families, neighbors, and other local members. Involving communities is crucial for developing an ILFE because they help ensure all children enroll and learn well in school. Their values and involvement motivate students to value education. Communities also offer practical knowledge that can be incorporated into lessons. Lastly, lasting education reforms require interaction among teachers, administrators, parents, students, and community members working together. An example is provided of how BRAC schools in Bangladesh effectively involve communities through school committees, flexible schedules, and regular parent meetings to develop supportive ILFEs.
Teachers face many challenges in meeting the needs of diverse students. They must develop lesson plans that accommodate different learning styles, cultural backgrounds, and disabilities. The document discusses how teachers can help all students learn by addressing their expectations, social contexts, cultural diversity, and varying abilities. It emphasizes allowing student input, satisfying their psychological needs, holding high standards, and connecting lessons to students' lives.
The document discusses barriers to lifelong learning and challenges for providers in engaging adult learners. It outlines several barriers including physical barriers like lack of time and money, as well as attitudinal barriers like low self-esteem and negative perceptions of education. Structural barriers also make it difficult, such as limited local opportunities and lack of qualifications. For providers, it is challenging to overcome these barriers through strategic approaches, flexible options, outreach programs, and recognizing prior learning. Practical actions include various marketing methods, enabling supports, partnerships, and valuing alternative learning experiences.
1) General education and special education teachers are expected to co-teach in inclusive classrooms but often lack training in each other's areas of expertise.
2) The history of educating students with disabilities has shifted from segregated settings to inclusion under laws like IDEA, but more progress is needed.
3) Co-teaching, where teachers jointly plan and instruct a diverse group of students, supports inclusion and fulfills political and educational goals when implemented properly through styles like station teaching and parallel teaching.
General and Special Education Teachers' Perceptions of InclusionDonna Tortu
This dissertation examined general and special education teachers' perceptions of inclusion. The author administered a survey to teachers to assess their perceptions in areas like professional development, support for inclusion, use of inclusive practices, and beliefs about inclusion. The results showed no differences between general and special educators' perceptions of professional development, support, and the effects of inclusion. However, significant differences were found in their levels of using inclusive practices and beliefs about inclusion. The findings provide insight into better implementing inclusion based on teacher perceptions.
UNESCO toolkit 4: Creating Learning-Friendly ClassroomsSaloni Singhal
This document provides guidance for teachers on creating inclusive and learning-friendly classrooms. It discusses how concepts of learning have changed over time to become more child-centered. It also provides tools and ideas for dealing with student diversity and making learning meaningful for all students. Specifically, it discusses how children learn in different ways through their senses and experiences. It encourages teachers to use a variety of teaching methods, like songs, dances, and activities to engage different learning styles. An example is provided of a teacher in Bangladesh who saw improved student excitement and engagement when incorporating new, active approaches to teaching and learning.
Presented on the 4th meeting of the multilateral school partnership Our TRESAURES in Wales (Oct, 2011)
EDUCATION VERSUS EXCLUSION – Exclusion versus inclusion, or in other words, pushing out against being a part of and taking part. These two terms have a very strong impact on our lives because today, social exclusion refers to individuals or even entire communities of people that are systematically blocked from rights, opportunities and resources, such as housing, employment, healthcare, civic engagement or democratic participation that are normally available to members of society and are the key to social integration. In order to reduce the outcome of individuals and groups being prevented from fully participating in the economic, social and political life of the society in which they live, education is of great importance. In accordance, the relationship between education, social exclusion and globalization is very strong as education and training play an important role in lives of socially excluded people. Those who are members of society, and those who are marginalized from society, have a great need for each other. Therefore, the ultimate goal of education should be to end all forms of discrimination thus strengthening our society as a whole.
Presentation by Carol Quirk, Co-Executive Director at Maryland Coalition for Inclusive Education, given during her visit to Yekaterinburg, Russia, sponsored by the US Consulate General in Yekaterinburg.
The document discusses the concepts of mainstream education, special education, integrated education, and inclusive education. It defines each concept and compares the differences between integrated education and inclusive education. Integrated education aims to educate some special needs children alongside regular students with some support, while inclusive education aims to educate all children who have been excluded from education by providing special infrastructure, curriculum, and trained staff to meet their diverse needs. The key difference is that inclusive education has a broader scope of including all excluded students, while integrated education may have its own criteria for which students to include.
This document discusses strategies for making diversity and inclusion a priority in the classroom. It notes that many teachers from suburban communities are not properly prepared to teach students of color in urban schools. The document outlines some of the challenges faced by students in underfunded inner city schools, such as lack of resources and inequality of educational opportunities. It stresses that teachers must be willing to confront their own prejudices and assumptions in order to provide all students with a quality education. The document provides examples of strategies to involve parents and make them feel welcome at school. It also discusses culturally relevant teaching approaches and the importance of viewing each student as an individual rather than through stereotypes.
(PART 2 OF 2) Off - Campus Practice Teaching PortfolioErwin Manzon
My cooperating teacher, Mr. Aldrin C. Abalos became my mentor for almost two months. He really guides me and lets me experience the actual teaching-learning settings. I had many learnings acquired from him, especially in enhancing my teaching strategies and demonstrations, how to handle students with different personalities, what relationship should we possess to our students and I learned a real life task which I will have to know how to perform in a sooner future when I start teaching.
I really enjoyed teaching and practicing my profession in my cooperating school because teachers, faculty and staff welcomed and accepted us wholeheartedly, especially to our cooperating teachers. Coliling National High School has a standard education. Most teachers of Coliling National High School are truly great and dedicated teachers, teachers whom I find very inspiring. They are always there to guide and mentor us student teachers in terms of difficulties. They always give their time, patience, kindness and most of all their help and support.
This day, I fully realized that I am really meant for teaching profession because of the unforgettable experiences that I had encountered during the field study courses, especially the actual teaching experiences. I am thankful to be a teacher. The simplest answer to the question “Why?” is because I love it. I love it because it helps me to grow as a human being. It has created meaning in my life. Indeed, it is a daily realization. It is not easy. It is hard, disappointing, frustrating, and ultimately, powerful to make a difference in the life of my students.
Inclusive education refers to ordinary schools accommodating all learners, regardless of abilities or disadvantages. It ensures equality and that all children receive an equal education together, developing friendships and understanding of diversity. Inclusive teachers understand child development, respect diversity, and work with professionals to meet all children's needs. Effective teacher training increases awareness of inclusive education and confidence in teaching diverse learners. Promoting inclusion enhances learning through creativity and support for all students. The philosophy emphasizes early childhood development, family importance, and culturally responsive teaching practices.
This document discusses schools for special children in India. It notes that approximately 3% of India's children are mentally challenged, but only 2% of disabled children attend school. The types of disabilities prevalent in India are described as physical, learning, emotional, and developmental. Several government acts have been passed to support the rights of disabled people to education. However, issues facing special schools include a lack of recognition, negative family attitudes, lack of access, shortage of trained teachers, and high costs. The document outlines features of effective special schools and provides suggestions for improving access to education for disabled children in India.
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 summary provides an overview of the key points from the document in 3 sentences:
The document examines the evolution of special education law in Greece from 1981 to 2018, including definitions of disability and special education, the legal framework for inclusive education, and criticisms of laws and the UN Convention. It analyzes how language and procedures have changed regarding classification of students and integration approaches. The evolution has moved from segregating students to categories, to creating special classes within schools, to the current framework aiming for full inclusion of students with disabilities in mainstream education.
A Review of Inclusive Education Curriculum at primary level in PakistanSamia Dogar
The study was designed to review of curriculum of inclusive education at primary
level.The procedure of the study involved the selection of 100 students from the public
schools of Islamabad randomly. The data was collected through questionnaires. Analysis
and interpretation of the data was carried out by the help of the frequencies of the data.
Keeping in view the collected data it has been concluded that students learn less with the
help of verbal lecture only. Teachers did not use A/V aids for their class room teaching,
because A/V aids have not been provided to their institute. Most of the teachers were not
trained for teaching inclusive education curriculum. They should be provided training
through in-service refresher courses or workshops. It was also concluded that contents are
too lengthy and most of the students, feeling bored, start daydreaming during their classes.
The Data also shows that curriculum sometimes does not match with the mental level and
needs of special students. It is recommended that books should be colorful and Teachers
must be trained through workshops/seminar about inclusive educations.
Essay on Inclusion in the Classroom
Inclusion Essay
Inclusion
Inclusive Education Essay
Included In Inclusion
Providing For Inclusion Essay
Diversity and Inclusion
Inclusion
Essay about Inclusion in Practice
Inclusive Education Essay
Inclusion Essay example
Inclusion
Pros and Cons of Inclusion Essay
Inclusion Essay
Inclusion in the Classroom Essay
Inclusion Proposal
The document discusses the importance of inclusion in diverse classrooms for several reasons. Inclusion gives students opportunities for friendships so they feel more welcome and helps students become more outgoing. It also helps students learn more effectively without feeling left out. Students learn about empathy, diversity, and that everyone is different through inclusion. Inclusion also prepares students for adult life and different learning environments by helping them develop communication and social skills to use in everyday life. The UNESCO Salamanca Statement policy includes the approach of inclusive schools by applying strategic changes to strengthen support for special needs students.
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. Some teachers may teach two grades while others may teach up to seven grades. It occurs where there are more grade levels than teachers. Factors like cultural, socioeconomic, benefits to learning, and community involvement contribute to multigrade teaching. Teachers face challenges like curriculum planning, attitude, isolation, and varying student abilities but can overcome them with support, resources, and community involvement.
Barriers to learning can exist within the learner, the learning institution, the education system, or the broader social, economic, and political context. These barriers manifest when learning breaks down or learners drop out of school. Some barriers are permanent while others are temporary. Effective monitoring of learner needs is key to preventing barriers. Common barriers include socioeconomic factors, lack of access to basic services and education facilities, poverty, and factors placing learners at risk such as abuse, substance abuse, teenage pregnancy, political violence, and unsafe learning environments.
UNESCO toolkit 2:Working with Families and CommunitiesSaloni Singhal
The document describes how communities can support the development of inclusive, learning-friendly environments (ILFEs) in schools. It discusses that communities include parents, families, neighbors, and other local members. Involving communities is crucial for developing an ILFE because they help ensure all children enroll and learn well in school. Their values and involvement motivate students to value education. Communities also offer practical knowledge that can be incorporated into lessons. Lastly, lasting education reforms require interaction among teachers, administrators, parents, students, and community members working together. An example is provided of how BRAC schools in Bangladesh effectively involve communities through school committees, flexible schedules, and regular parent meetings to develop supportive ILFEs.
Teachers face many challenges in meeting the needs of diverse students. They must develop lesson plans that accommodate different learning styles, cultural backgrounds, and disabilities. The document discusses how teachers can help all students learn by addressing their expectations, social contexts, cultural diversity, and varying abilities. It emphasizes allowing student input, satisfying their psychological needs, holding high standards, and connecting lessons to students' lives.
The document discusses barriers to lifelong learning and challenges for providers in engaging adult learners. It outlines several barriers including physical barriers like lack of time and money, as well as attitudinal barriers like low self-esteem and negative perceptions of education. Structural barriers also make it difficult, such as limited local opportunities and lack of qualifications. For providers, it is challenging to overcome these barriers through strategic approaches, flexible options, outreach programs, and recognizing prior learning. Practical actions include various marketing methods, enabling supports, partnerships, and valuing alternative learning experiences.
1) General education and special education teachers are expected to co-teach in inclusive classrooms but often lack training in each other's areas of expertise.
2) The history of educating students with disabilities has shifted from segregated settings to inclusion under laws like IDEA, but more progress is needed.
3) Co-teaching, where teachers jointly plan and instruct a diverse group of students, supports inclusion and fulfills political and educational goals when implemented properly through styles like station teaching and parallel teaching.
General and Special Education Teachers' Perceptions of InclusionDonna Tortu
This dissertation examined general and special education teachers' perceptions of inclusion. The author administered a survey to teachers to assess their perceptions in areas like professional development, support for inclusion, use of inclusive practices, and beliefs about inclusion. The results showed no differences between general and special educators' perceptions of professional development, support, and the effects of inclusion. However, significant differences were found in their levels of using inclusive practices and beliefs about inclusion. The findings provide insight into better implementing inclusion based on teacher perceptions.
UNESCO toolkit 4: Creating Learning-Friendly ClassroomsSaloni Singhal
This document provides guidance for teachers on creating inclusive and learning-friendly classrooms. It discusses how concepts of learning have changed over time to become more child-centered. It also provides tools and ideas for dealing with student diversity and making learning meaningful for all students. Specifically, it discusses how children learn in different ways through their senses and experiences. It encourages teachers to use a variety of teaching methods, like songs, dances, and activities to engage different learning styles. An example is provided of a teacher in Bangladesh who saw improved student excitement and engagement when incorporating new, active approaches to teaching and learning.
Presented on the 4th meeting of the multilateral school partnership Our TRESAURES in Wales (Oct, 2011)
EDUCATION VERSUS EXCLUSION – Exclusion versus inclusion, or in other words, pushing out against being a part of and taking part. These two terms have a very strong impact on our lives because today, social exclusion refers to individuals or even entire communities of people that are systematically blocked from rights, opportunities and resources, such as housing, employment, healthcare, civic engagement or democratic participation that are normally available to members of society and are the key to social integration. In order to reduce the outcome of individuals and groups being prevented from fully participating in the economic, social and political life of the society in which they live, education is of great importance. In accordance, the relationship between education, social exclusion and globalization is very strong as education and training play an important role in lives of socially excluded people. Those who are members of society, and those who are marginalized from society, have a great need for each other. Therefore, the ultimate goal of education should be to end all forms of discrimination thus strengthening our society as a whole.
Presentation by Carol Quirk, Co-Executive Director at Maryland Coalition for Inclusive Education, given during her visit to Yekaterinburg, Russia, sponsored by the US Consulate General in Yekaterinburg.
The document discusses the concepts of mainstream education, special education, integrated education, and inclusive education. It defines each concept and compares the differences between integrated education and inclusive education. Integrated education aims to educate some special needs children alongside regular students with some support, while inclusive education aims to educate all children who have been excluded from education by providing special infrastructure, curriculum, and trained staff to meet their diverse needs. The key difference is that inclusive education has a broader scope of including all excluded students, while integrated education may have its own criteria for which students to include.
This document discusses strategies for making diversity and inclusion a priority in the classroom. It notes that many teachers from suburban communities are not properly prepared to teach students of color in urban schools. The document outlines some of the challenges faced by students in underfunded inner city schools, such as lack of resources and inequality of educational opportunities. It stresses that teachers must be willing to confront their own prejudices and assumptions in order to provide all students with a quality education. The document provides examples of strategies to involve parents and make them feel welcome at school. It also discusses culturally relevant teaching approaches and the importance of viewing each student as an individual rather than through stereotypes.
(PART 2 OF 2) Off - Campus Practice Teaching PortfolioErwin Manzon
My cooperating teacher, Mr. Aldrin C. Abalos became my mentor for almost two months. He really guides me and lets me experience the actual teaching-learning settings. I had many learnings acquired from him, especially in enhancing my teaching strategies and demonstrations, how to handle students with different personalities, what relationship should we possess to our students and I learned a real life task which I will have to know how to perform in a sooner future when I start teaching.
I really enjoyed teaching and practicing my profession in my cooperating school because teachers, faculty and staff welcomed and accepted us wholeheartedly, especially to our cooperating teachers. Coliling National High School has a standard education. Most teachers of Coliling National High School are truly great and dedicated teachers, teachers whom I find very inspiring. They are always there to guide and mentor us student teachers in terms of difficulties. They always give their time, patience, kindness and most of all their help and support.
This day, I fully realized that I am really meant for teaching profession because of the unforgettable experiences that I had encountered during the field study courses, especially the actual teaching experiences. I am thankful to be a teacher. The simplest answer to the question “Why?” is because I love it. I love it because it helps me to grow as a human being. It has created meaning in my life. Indeed, it is a daily realization. It is not easy. It is hard, disappointing, frustrating, and ultimately, powerful to make a difference in the life of my students.
Inclusive education refers to ordinary schools accommodating all learners, regardless of abilities or disadvantages. It ensures equality and that all children receive an equal education together, developing friendships and understanding of diversity. Inclusive teachers understand child development, respect diversity, and work with professionals to meet all children's needs. Effective teacher training increases awareness of inclusive education and confidence in teaching diverse learners. Promoting inclusion enhances learning through creativity and support for all students. The philosophy emphasizes early childhood development, family importance, and culturally responsive teaching practices.
This document discusses schools for special children in India. It notes that approximately 3% of India's children are mentally challenged, but only 2% of disabled children attend school. The types of disabilities prevalent in India are described as physical, learning, emotional, and developmental. Several government acts have been passed to support the rights of disabled people to education. However, issues facing special schools include a lack of recognition, negative family attitudes, lack of access, shortage of trained teachers, and high costs. The document outlines features of effective special schools and provides suggestions for improving access to education for disabled children in India.
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 summary provides an overview of the key points from the document in 3 sentences:
The document examines the evolution of special education law in Greece from 1981 to 2018, including definitions of disability and special education, the legal framework for inclusive education, and criticisms of laws and the UN Convention. It analyzes how language and procedures have changed regarding classification of students and integration approaches. The evolution has moved from segregating students to categories, to creating special classes within schools, to the current framework aiming for full inclusion of students with disabilities in mainstream education.
A Review of Inclusive Education Curriculum at primary level in PakistanSamia Dogar
The study was designed to review of curriculum of inclusive education at primary
level.The procedure of the study involved the selection of 100 students from the public
schools of Islamabad randomly. The data was collected through questionnaires. Analysis
and interpretation of the data was carried out by the help of the frequencies of the data.
Keeping in view the collected data it has been concluded that students learn less with the
help of verbal lecture only. Teachers did not use A/V aids for their class room teaching,
because A/V aids have not been provided to their institute. Most of the teachers were not
trained for teaching inclusive education curriculum. They should be provided training
through in-service refresher courses or workshops. It was also concluded that contents are
too lengthy and most of the students, feeling bored, start daydreaming during their classes.
The Data also shows that curriculum sometimes does not match with the mental level and
needs of special students. It is recommended that books should be colorful and Teachers
must be trained through workshops/seminar about inclusive educations.
Essay on Inclusion in the Classroom
Inclusion Essay
Inclusion
Inclusive Education Essay
Included In Inclusion
Providing For Inclusion Essay
Diversity and Inclusion
Inclusion
Essay about Inclusion in Practice
Inclusive Education Essay
Inclusion Essay example
Inclusion
Pros and Cons of Inclusion Essay
Inclusion Essay
Inclusion in the Classroom Essay
Inclusion Proposal
The document discusses the importance of inclusion in diverse classrooms for several reasons. Inclusion gives students opportunities for friendships so they feel more welcome and helps students become more outgoing. It also helps students learn more effectively without feeling left out. Students learn about empathy, diversity, and that everyone is different through inclusion. Inclusion also prepares students for adult life and different learning environments by helping them develop communication and social skills to use in everyday life. The UNESCO Salamanca Statement policy includes the approach of inclusive schools by applying strategic changes to strengthen support for special needs students.
The Importance of Promoting Inclusion Of Persons With Disabilities for All KidsNehaNaayar
The collaborative education of children with special needs and those who are generally developing is referred to as inclusive education. It’s a concept that is frequently misinterpreted and abused; whereas many schools make the claim to be inclusive, very few actually are. But what does it mean to “promoting inclusion of persons with disabilities”?
What is inclusive education?
In inclusive education, regular students and students with special needs connect socially and academically while learning in the same physical area. Sharing the same physical area while taking part in entirely separate activities is not inclusive; it is not an either-or situation. Because of this, it’s critical for the entire school community to recognise the value of inclusion and make it a priority. This includes school administrators, instructors, parents, and students. When that occurs, everyone wins.
This document discusses an inclusive 5th grade classroom taught by Mrs. Boyd. It describes some of the students in the class who have disabilities and the strategies Mrs. Boyd uses to support them. One student, Michelle, has a speech delay and receives support from both the general education and special education teachers. Mrs. Boyd arranges students in a U-shaped table where the special education teacher can provide guidance. She also pulls out small groups and individual students when needed. The document examines how Mrs. Boyd creates a supportive learning environment to maximize outcomes for all students.
1) An inclusive classroom is a general education classroom where students with and without disabilities learn together. It embraces diversity and recognizes that all students learn differently.
2) Inclusion focuses on the social aspects of education for students with disabilities by having them learn alongside their non-disabled peers. IDEA focuses on providing education in the least restrictive environment through IEPs and special services.
3) Arguments against full inclusion include concerns that not all students will receive an appropriate education and that teachers may not be able to meet all students' needs. Supporters argue inclusion benefits students socially and improves self-worth by allowing them to learn with peers.
The document discusses inclusion and inclusive practices in education. It defines inclusion as ensuring all children and young people, regardless of their background or situation, are able to fully participate in all aspects of school life. It identifies some key barriers to inclusion, such as physical barriers, lack of support and resources, and attitudes. The document emphasizes that inclusion is about providing equal opportunities and access, not treating all students the same. It also stresses the importance of including disabled students and removing barriers to their participation.
The goal of special and inclusive education is to ensure that all students, including those with disabilities or diverse learning needs, have access to quality education that meets their individual requirements. Here's a breakdown of the goal and scope of special and inclusive education:
**Goal**:
1. **Equitable Access**: Special and inclusive education aims to provide equitable access to education for all students, regardless of their abilities, backgrounds, or differences. This means removing barriers to learning and ensuring that every student has the opportunity to reach their full potential.
2. **Student Success**: The primary goal is to promote the academic, social, emotional, and vocational success of all students. Special education focuses on addressing the specific learning needs of students with disabilities, while inclusive education emphasizes creating environments where all students can thrive.
3. **Inclusion and Participation**: Special and inclusive education seek to foster inclusive schools and classrooms where every student feels welcome, valued, and supported. This involves promoting participation, collaboration, and positive relationships among students, teachers, and the broader school community.
4. **Individualization and Differentiation**: Special and inclusive education recognize that each student is unique and may require different types and levels of support. The goal is to provide individualized instruction and interventions tailored to the strengths, needs, and preferences of each student.
5. **Empowerment and Self-Advocacy**: Special and inclusive education aim to empower students to advocate for themselves, make choices about their education, and participate actively in decision-making processes. This includes promoting self-determination, self-confidence, and self-advocacy skills.
**Scope**:
1. **Early Intervention**: Special and inclusive education may begin in early childhood with interventions and support services designed to identify and address developmental delays or disabilities as early as possible.
2. **K-12 Education**: Special and inclusive education encompass all levels of education, from kindergarten through grade 12. This includes providing accommodations, modifications, and support services to students with disabilities in general education classrooms, as well as specialized instruction in special education settings when needed.
3. **Transition Planning**: Special and inclusive education involve preparing students with disabilities for post-secondary education, employment, and independent living. This may include transition planning, vocational training, job placement services, and community integration programs.
4. **Collaboration and Professional Development**: Special and inclusive education require collaboration among educators, administrators, families, and community stakeholders to ensure that the needs of all students are met effectively. This involves ongoing professional development,
This document discusses inclusive education and teaching English to students with diverse needs and disabilities. It begins by defining inclusive education as bringing all students together in one classroom regardless of strengths or weaknesses. It discusses the principles of inclusive education, including that all children belong and have the right to be included. It also outlines the benefits of inclusion such as families' visions being realized and friendships developing. The document then discusses teaching English to students with various disabilities like learning disabilities, visual and auditory impairments, physical disabilities, and limited vocabulary. It provides characteristics and implications for each, emphasizing adapting teaching methods to individual student needs. The conclusion restates that inclusion enhances learning and academic achievement for all students.
Learning is for everyone--How to make your classroom and school more inclusiveJean Bernard
Module 5 (of 6) of the Learning to Get Along' course for teachers and school staff. This module addresses the issues teachers face in successfully including students with disabilities into the regular classroom, The slide topics also speak to other reasons that learners are often excluded from full participation based on, for example, their gender, mother tongue, social status, race or ethnicity.
This document discusses inclusive education and provides information on its key aspects. It defines inclusive education as promoting the full development of all learners regardless of their differences. It explains the differences between segregation, integration, and inclusion. The principles of inclusive education are also outlined, such as accommodating all students' needs and making the school adapt to students. The document discusses the practice of inclusive education and the roles of teachers in supporting students. It identifies barriers to inclusion like negative attitudes and lack of resources or training. Overall, the document provides an overview of inclusive education, its goals and challenges.
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.
This document discusses inclusive education, which aims to educate students with disabilities alongside their non-disabled peers. It notes that inclusion rejects separating students based on disability and instead focuses on full participation. The document covers the purposes and benefits of inclusion, as well as classroom practices like placing students with their age peers and encouraging friendship between students of all abilities. It concludes that inclusion asks teachers to support all students and that every person deserves to be included in their community.
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.
Implementing SEL--Where, when and how often?Jean Bernard
The document discusses implementing social and emotional learning (SEL) in educational settings. It addresses where, when, and how often SEL can be integrated, focusing on creating safe and supportive learning environments. SEL is most effective when implemented consistently across a school, involving teachers, administrators, and other staff. The document provides examples of SEL strategies from around the world and encourages teachers to develop and share their own strategies to support SEL goals.
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Learning is for everyone--How to make your classroom and school more inclusive
1. Learning to Get Along
How to integrate social and emotional learning
into your teaching practice
Slide commentaries and stories
Created by Spectacle Learning Media
Content developed by Jean Bernard and Alysoun Johnston
Narration and sound design: Jean Bernard, Alysoun Johnston, Eliot Johnston, Michael Johnston
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International
License. To view the terms of this license, please go to:
https://creativecommons.org/licenses/by-nc/4.0/
2. 1
Slide 1 Introduction
When education policy makers and practitioners
use the term ‘inclusion’ or ‘inclusivity’, they are
mostly talking about a model for ensuring quality
education for students with special needs. This
module takes this meaning into account, but
‘inclusive education’ has a broader meaning
which address other reasons that learners are
often excluded from full participation and,
therefore, not enabled to reach their full
potential; for example, because they do not speak
the language of instruction, they are of a different
race, class, ethnicity or gender identity than the
majority. As the title says, ‘Learning is for
everyone−how to make your classroom and
school more inclusive. As teachers, we all know
how easy this is to say and how hard it is to do.
Slide 2 Inspiration
“It is time for parents to teach young people early on
that in diversity there is beauty and there is
strength.”
Maya Angelou
Writer, poet, civil rights activist
Slide 3 Objectives
Upon completion of this module, you will be able to:
• List and describe the main principles of
inclusive education.
• Explain the connection between inclusive
education and human rights.
• Name several benefits of inclusive education
for all students.
• Give at least 2 examples of inclusive
strategies that can be implemented in your
school and classroom.
3. 2
Slide 4 Mrs. Bandera’s story
Mrs. Bandera is a 6th
grade math teacher
at Instituto María Canales Elementary
School in Mexico. As a new teacher, she
was already feeling overwhelmed with her
teaching load and especially with trying to
prepare her students to take the national
examinations at the end of the term. Then
one day, the principal told her that she
would be getting a new student in her
class. “Maria”, explained Ms. Flores, “has
special needs.”
“But my class is already overcrowded,”
objected Mrs. Bandera. “…and many of
my students have problems. Pedro, for
example, is dyslexic, and Juanita has ADHD. She can’t sit still for one minute. Eduardo seems to be
depressed most of the time. Some days he just stares into space.”
“Yes, yes I know,” acknowledged Ms. Flores, “and you are doing a wonderful job…but Maria has a
physical condition that requires special attention and accommodation, and I am here to help.” Mrs.
Bandera listened cautiously as the principal continued.
“As you know, our new school policy calls for including all students, even those with serious
disabilities, into regular classrooms, for as long as possible each day. Before this, students with
disabilities like Maria’s were placed in special schools or programs with teachers and health
professionals trained to help them learn, but they were mostly kept isolated from the rest of the
students. Sadly, some of them did not go to school at all or were placed in institutions. Our new
inclusive education policy ensures that they get the education they need to fulfill their potential.”
“That is very idealistic, “said Mrs. Bandera, “but, in reality, we teachers just cannot cope.”
“No, not by yourselves.” replied Ms. Flores. “First of all, at the end of this term, before Maria joins
your class, we will be giving all teachers an intensive training program on the principles and
practices of inclusive education, on how to organize your class to serve students with diverse needs.
Then, we’ll form a partnership with Maria’s current special needs teacher and our school nurse to
make a plan just for Maria.”
“I’m afraid that the other students will make fun of her.”
“If that happens, it will have to stop immediately. Setting the ground rules for the classroom social
environment is very important, and it is one of the topics covered in the training. In addition, we
have found that including disabled students in regular classrooms actually improves understanding
of what we mean by ‘ability’ and builds strong relationships. Don’t worry, you will see what I mean.
4. 3
Slide 5 What is ‘inclusion’?
‘Inclusion’ is the fundamental principle and
practice of welcoming and respecting all
members of a social group, ensuring their equal
rights, and committing to an environment in
which every person is valued, regardless of
gender, race, ethnicity, economic situation, or
level of mental or physical ability.
Applied to education, inclusion (or ‘inclusivity’) is
based on the premise that all students can and
should be full participants in their classrooms,
schools and communities. In inclusive
classrooms, students with disabilities participate
alongside their differently abled peers in the
same age group. Girls and boys are treated
equally and treat each other with respect. Students of different races, ethnic groups, abilities and
economic classes all feel welcomed and supported. Students who are new to the school environment, who
are learning the language of instruction or who may have gaps in their learning history are fully welcomed
and supported by both their teachers and their peers.
‘Inclusion’ means the practice of making all students feel and be included. But it is often used specifically
to refer to including students with special needs–that is, students with specific physical, cognitive,
academic, social or emotional challenges—many of whom would have been excluded from regular
classrooms or sent to special schools prior to the adoption of inclusive education policies. Although in
practice, inclusive education presents many of its own challenges, the driving principle of successful
programs is that both students and teachers feel welcomed and supported, and that teachers can rely on
having access to specialized expertise when they need it.
’
Slide 6 Is inclusion only about students with
disabilities?
No. The application of the principles of
‘inclusion’ encompass any and all of the reasons
children in a particular context may have been
excluded from getting a quality education. A
child may, for example, not be diagnosed as
intellectually, emotionally or physically
‘impaired’ but may have characteristics or life
experiences that create the need for specialized
support. She or he may be considered
exceptionally gifted or talented, may have a
genetic condition that makes her look different,
or may have been severely traumatized by
witnessing or experiencing the horrors of war. It
is also important to remember that not all
individual characteristics that require specialized support are visible and may manifest themselves in
different ways. There is in fact, no end of ways in which individuals are different, but it is also true
that some individual students need more attention and support from their teachers than others.
5. 4
Slide 6 Is inclusion only about students with disabilities? (continued)
The inclusive classroom, however, is one that acknowledges individuality, provides extra support to
students who need it most, and creates a climate in which all students have space to grow. That
said, implementing inclusive education requires additional resources and teacher support, some of
which will be discussed later in this module. It cannot usually be accomplished all it once. However,
the aim, in both theory and practice, is to enable teachers to establish a learning environment based
on acceptance and belonging for all students, gain access to support services for students who need
them, and engage parents and communities in helping all children reach their full potential.
Slide 7 What do the scientists say?
Scientists tell us that all modern humans are
members of the same species—homo
sapiens–and that except for gender, the
differences among us are shaped by
adaptation to our natural environment and
by culture. But is discrimination against
others that appear to be different something
that is in our nature or or is it something we
learn to do as we grow and become
socialized into one group or another? As
they do on so many other fundamental
questions about human behavior, scientists
disagree. Some say that we are born free of
discrimination, that it is a learned set of
attitudes and behaviors. Others say that fear
of others who are different is ingrained in our brains, as it is in those of other primates, to protect
ourselves. When we see someone who appears to be very different, a response is immediately
triggered in our brains that causes us to be fearful and fight or run away. This is sometimes called
‘fight or flight’, an urge which generally fades once the rational areas of our brains convince us that
there is no danger.
Whichever view is correct (nature or nurture), what matters is that the more we are around people
who are not familiar—different in appearance, beliefs, language or in any way—the less we see
them as ‘different and more we come to see how much we are alike.
Because as young children grow and become socialized into family, community and school groups,
and because the years from birth to age 5 are crucial for developing healthy social and emotional
outcomes, the younger children have opportunities to build friendships and establish bonds within
diverse groups, the more likely it is that they will naturally become empathetic and socially aware of
people who are different from themselves, easily accept them on equal terms and become more
resilient and open to social change.
6. 5
Slide 8 Six key principles of inclusion
1. Equal access— reducing or eliminating
barriers to participation, for example
physical barriers by providing
handicapped access to classrooms,
libraries and laboratories.
2. Normalization—involves changing
mindsets to accept and respect people
with disabilities or other characteristics
which make them ‘different.’
3. Sensitivity to learners’ individual
strengths and challenges. This involves
making space in the curriculum for
getting to know your students as
human beings with individual
identities, histories and personalities.
4. Reflective practice–this refers to a
multifaceted approach to teaching and learning that invites teachers, either as individuals or as a
group, to meet and reflect on how something was taught and how it could be changed or improved
to reach all learners using, for example, continuous assessment tools.
5. Differentiated instruction is exactly what the term says—finding ways to adapt teaching and
learning to meet the different needs of diverse learners.
6. Community and collaboration-–this simply means that inclusive education works best when all the
people in a child’s life collaborate—her parents, her siblings, her extended family, other community
members, her medical support team, her general classroom teachers, special needs teachers, and
tutors-–all collaborate in support of her inclusion into the classroom and community.
Slide 9 Programs and tools that enable
inclusive education
Since legal frameworks and
commitments to inclusive education
have been embraced by school systems
around the world, there are a number of
programs, methods and tools recognized
as effective enablers. Among these are:
• Early intervention and childhood
programs in which children ages 1-5
can get specialized help if they have
identified developmental delays or
specific health conditions.
• Least restrictive environment
(LRE) applies mainly to inclusion
of students with disabilities in the
regular classroom, but may also
apply to L2 learners—that is,
students who are still learning the language of instruction.
7. 6
• Assistive technologies range from high to low, both in terms of sophistication and cost.
High tech devices include, for example, hand-held devices such as the one you see in the
picture here, that enables children to communicate by touching the screen, and
motorized wheelchairs. Low tech devices are usually lower cost but may require
significant time and expertise to develop and use; for example, reading masks, pencil
weights, Braille reading materials and signing systems for hearing impaired children.
Slide 10 What do regular classroom teachers
need to know and be able to do?
First, become familiar with international,
national and state (or district) legal
frameworks, all the way from the
international Convention on the Rights of
Persons with Disabilities, adopted by the UN
General Assembly in 2006, down to your
school’s policy on inclusive education, teacher
guidelines and other relevant resources.
Secondly, gain the trust of families and
advocacy organizations in your community. In
addition, work in teams with other teachers,
specialists and parents to understand
students’ needs and develop individual
education plans (IEPs)
Finally, work to create inclusive learning environment which, as you already know, is one where every
student is equally respected, supported and has both physical and social ‘space’ to grow, to express
herself, and to reach her full potential.
Slide 11 Practical tips for differentiating
the learning environment and process.
• Begin and end each lesson with whole
class meetings for activity orientation,
instructions and sharing.
• Set clear guidelines for students to
complete tasks, report progress and take
on new ones in an orderly fashion.
• Designate different areas of the classroom
for specific tasks (quiet areas for reading,
areas for pair and group work).
• Observe small group task completion and
provide support as needed.
• Make use of wall and shelf space to
display a variety of cultures, abilities and
home settings.
Slide 9 Programs and tools that enable inclusive education (continued)
Put simply, this policy requires that learners spend as much time as possible in classrooms
and in other learning spaces, including play areas, together with their differently abled
peers. In other words, learners with special needs should be separated as little as possible,
or in least restrictive ways.
8. 7
Slide 12 Learning in inclusive classrooms
Several of the principles and tips for
differentiating instruction and creating inclusive
classrooms are illustrated in these classrooms.
For example, space allocated for teacher
supported group work with wheelchair access,
use of technologies by students with special
needs, students gathered for a whole group
discussion or orientation, differently abled
students working in groups or pairs.
Which of these methods and tools are already
being implemented in your classroom and
school? What others that are not shown here or
mentioned in the previous slides are you
familiar with? What do you think is possible in
the near future? What resources and expertise
would be required?
Slide 13 An example from Zanzibar
In this example from Zanzibar, a decision has
been taken to use large sized image and print
materials in children’s mother tongue to access
basic literacy, including but not only for those
with visual impairment
Slide 14 National commitments: an
example from Brazil
The National Plan of Rights of Persons with
Disabilities, also known as ‘Living without
Limit’, enacted by the Government of Brazil in
2011, is a legally binding policy that covers
education, health care, social inclusion and
accessibility. Among its specific measures for
education, the Plan ensures access to
classrooms and transporation to and from
school for learners with disabilities. It also
provides teacher training, assistive devices and
bilingual education programs.
Does your country have a national plan or
another form of national commitment to
inclusive education? What are the main
components of the plan? How successfully is
the plan being implemented?
9. 8
Slide 15 Examples of inclusive education strategies from around the world
Many school systems as well as local communities and schools have recognized the need to build
children’s social skills. These examples show a wide range of strategies and programs designed to
respond to both local and more broadly to problematic issues such as school violence, exclusion and
individual trauma.
Slide 16 The takeaway
10. 9
Slides 17, 18, 19 Self-checkout*
*Make a note of your choices and discuss with colleagues. You can check answers on p. 11 (slide 22)
11. 10
Slide 20 Think like a teacher*
*Copy the chart into your journal or display on a board or screen. If possible, discuss with colleagues before
you share or present to others.
13. 12
Thank you for participating in Module 5. We hope that the ideas and information presented in this
self-learning program are useful to you and your students. We invite you to send your feedback
directly to us at spectaclelearningmedia@gmail.com. We also encourage you to send your own
stories and ideas for classroom strategies or activities related to the themes of Modules 1-6 (listed
below) to the same address. We are planning to set up a platform for sharing these with educators
around the world.
To request a PowerPoint version of Module 5 or for information on how to adapt this course for
your school, district or system, please visit:
https://spectaclelearningmedia.net
Learning to Get Along
How to integrate social and emotional learning into your teaching
practice
1. Understanding SEL – What and why?
2. Implementing SEL – Where, when and how often?
3. Emotional awareness – What it is and how it can help
students to take charge of their lives
4. Social awareness – How to help students build strong
social relationships
5. Learning is for everyone – How to make your classroom
and school more inclusive
6. Peace from within – Finding a treatment for bullying that
works in your school