Inclusive education


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Inclusive education

  1. 1. . PRESENTED BY Ms Samriti Mona Presented by Ms Samriti Mona
  2. 2. Inclusive Education <ul><li>When every child is welcomed and valued regardless of ability or disability </li></ul>Presented by Ms Samriti Mona
  3. 3. Inclusive Education is an attitude <ul><li>It means the doors to schools, classrooms and school activities are open to every child and they are afforded every opportunity to be included with their non-disabled peers. </li></ul><ul><li>The focus is on giving every child the help s/he needs to learn. </li></ul>Presented by Ms Samriti Mona
  4. 4. Inclusive education is NOT : <ul><li>Dumping kids with disabilities into general classrooms without the supports and services they need to be successful. </li></ul><ul><li>Cutting back special education services as a “trade off” for being in the general education classroom. </li></ul><ul><li>Sacrificing the education of kids without disabilities so kids with disabilities can be included. </li></ul>Presented by Ms Samriti Mona
  5. 5. Principal of Inclusive Education <ul><li>Every student has an inherent right to education on basis of equality of opportunity. </li></ul><ul><li>No student is excluded from, or discriminated within education on grounds of race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, disability, birth, poverty or other status. </li></ul><ul><li>All students can learn and benefit from education. </li></ul><ul><li>Schools adapt to the needs of students, rather than students adapting to the needs of the school. </li></ul><ul><li>The student’s views are listened to and taken seriously. </li></ul><ul><li>Individual differences between students are a source of richness and diversity, and not a problem. </li></ul>Presented by Ms Samriti Mona
  6. 6. The practice of developing inclusive schools involves: <ul><li>Understanding inclusion as a continuing process, not a one-time event. </li></ul><ul><li>Strengthening and sustaining the participation of students, teachers, parents and community members in the work of the school. </li></ul><ul><li>Providing an accessible curriculum, appropriate training programs for teachers, and for all students, the provision of fully accessible information, environments and support. </li></ul><ul><li>Identifying and providing support for staff as well as students. </li></ul>Presented by Ms Samriti Mona
  7. 7. We Learn <ul><li>10% of what we read </li></ul><ul><li>20% of what we hear </li></ul><ul><li>30% of what we see </li></ul><ul><li>50% of what we both see and hear </li></ul><ul><li>70% of what is discussed </li></ul><ul><li>95% of what we teach someone else. </li></ul><ul><ul><ul><ul><ul><li>William Glasser </li></ul></ul></ul></ul></ul>Presented by Ms Samriti Mona
  8. 8. What is the class learning? <ul><li>Goals may be different but need to be related (like learning to recognize a triangle when others are learning the angles in a triangle) </li></ul><ul><li>The student may need to be taught in a different way (like doing hands on activities instead of listening to a lecture) </li></ul><ul><li>The student may need to work in a different way (like using a computer instead of pencil and paper) </li></ul>Presented by Ms Samriti Mona
  9. 9. Least restrictive environment (LRE) <ul><li>Describes where a child will get services </li></ul><ul><li>It should put the fewest possible restrictions on how much time is spent with kids without disabilities. </li></ul>Presented by Ms Samriti Mona
  10. 10. LRE <ul><li>Starts with the assumption the student will be in the general classroom, with supports as needed. </li></ul><ul><li>If that won’t work full time, pull the child out of the general classroom for part of the day for therapies or resources. This should be done as seldom as possible. </li></ul><ul><li>Only if all other options fail should the child be separated from the general classroom. </li></ul>Presented by Ms Samriti Mona
  11. 11. Accommodation or Modification? <ul><li>Accommodations are used when the student is expected to learn the same curricular content. But the student may be taught in a different way or need changes in the environment. </li></ul><ul><li>Modification are used when the student is expected to learn less or different curricular content. This could require the modification of assignments, tests, worksheets and other materials in the classroom. </li></ul>Presented by Ms Samriti Mona
  12. 12. What are accommodations? <ul><li>Accommodations are changes in teaching methods. It can include changes in: </li></ul><ul><ul><li>where you teach, </li></ul></ul><ul><ul><li>who teaches </li></ul></ul><ul><ul><li>how you teach </li></ul></ul><ul><ul><li>how the student can respond </li></ul></ul><ul><ul><li>materials you use. </li></ul></ul>Presented by Ms Samriti Mona
  13. 13. Know the Curriculum! <ul><li>You have to know what you are trying to teach (curriculum) before you can change how you teach it. </li></ul><ul><li>If you make the wrong changes, you can end up teaching a different concept than the one you wanted the student to learn. </li></ul>Presented by Ms Samriti Mona
  14. 14. Room Accommodations <ul><li>Special chairs or cushions, lower or high table or chair, titled desk top </li></ul><ul><li>Different or additional lighting (not fluorescent), sitting by a window for natural light </li></ul><ul><li>Sitting close to the blackboard or teacher, sitting away from others </li></ul><ul><li>Stand instead of sitting or sitting instead of standing </li></ul><ul><li>Picture schedules, visual cues or visual timer </li></ul><ul><li>Color coding </li></ul><ul><li>Keeping materials for student and handing out as needed </li></ul><ul><li>Have at least part of the room bare with nothing on walls, ceilings or floors </li></ul>Presented by Ms Samriti Mona
  15. 15. Teacher Accommodations <ul><li>Don’t wear cologne (hard on allergies) </li></ul><ul><li>Don’t wear a lot of jewelry (distracts kids with ADHD) </li></ul><ul><li>Count to 10 before letting anyone answer questions (processing time) </li></ul><ul><li>Vary teaching methods </li></ul><ul><li>Projects for extra credit or in place of timed tests </li></ul><ul><li>Giving instructions one step at a time instead of all at once </li></ul><ul><li>Divide the class (small groups, peer partners, peer tutors) </li></ul><ul><li>Set up lessons (community instruction, role playing activities) </li></ul><ul><li>Change the learning goals (more time, cooperate, share) </li></ul>Presented by Ms Samriti Mona
  16. 16. Individual Accommodations <ul><li>Fewer problems on a page, large print or dark print </li></ul><ul><li>Read things to students and give verbal tests </li></ul><ul><li>Use a tape recorder (taking notes and giving reports) </li></ul><ul><li>Communication device or sign language </li></ul><ul><li>Use a touch screen, voice activated computer, switch controls or adapted keyboard, mouse, calculator </li></ul><ul><li>Peer tutoring or peer taking notes </li></ul><ul><li>Small group work instead or individual assignments </li></ul><ul><li>Assistance with organizing </li></ul><ul><li>More time to transition to next activity </li></ul><ul><li>Change the materials (counting actual objects, tape recorder) </li></ul><ul><li>Change how much or what kind of personal assistance a student gets (prompts, verbal cues, gestures, physical assistance) </li></ul>Presented by Ms Samriti Mona
  17. 17. Modifying Grades <ul><li>Use a grading system to show the combination of what they learned and how hard they tried. </li></ul><ul><li>Give extra credit for consistent effort and completing assignments. </li></ul><ul><li>Give extra points for positive behaviors or extra assignments. </li></ul><ul><li>Reduce the amount of writing by using T/F, multiple choice or fill in the blanks, or oral tests </li></ul><ul><li>Give child less to learn at a time </li></ul>Presented by Ms Samriti Mona
  18. 18. Accommodations work! <ul><li>Before </li></ul><ul><li>Refused to do work </li></ul><ul><li>Behavior outburst </li></ul><ul><li>Unable to stay seated </li></ul><ul><li>Yelled and hit other kids </li></ul><ul><li>No friends </li></ul><ul><li>Refused many class activities </li></ul><ul><li>After </li></ul><ul><li>Does class work; learned difficult </li></ul><ul><li>Almost no behavior problems </li></ul><ul><li>Sits appropriately </li></ul><ul><li>Loads of friends </li></ul><ul><li>Participates in all class activities </li></ul>Presented by Ms Samriti Mona
  19. 19. Thank you Presented by Ms Samriti Mona