Inclusive Education: Balancing Diverse Needs in the Classroom
The debate surrounding educational curricula and methodologies reveals a tendency to penalize the average learner. Inclusive education aims to accommodate students from various backgrounds, including those with disabilities, by fostering an integrated learning environment. However, the safety and attitudes of students and parents toward this integration pose significant challenges. Effective teaching strategies, such as differentiated instruction and tiered assignments, are crucial in creating supportive classrooms. Understanding the financial implications and educational outcomes of inclusion is essential for achieving true educational equity.
Inclusive Education: Balancing Diverse Needs in the Classroom
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Presentation Transcript
Debate One Educational curricula and techniques geared towards education penalizes the average learner.
Definition • We define inclusive education as a classroom which includes students from all backgrounds with disabilities ranging from mild to severe to gifted to physically- and mentally-challenged and in need of constant supervision.
Safety • Student attitudes towards integrating with kids with disabilities • Parent attitude towards integrating with kids with disabilities • Safety?
Teacher Support • Childre, Sands, and Pope (2009): • More time spent on explicit instruction • Differentiated Instruction (Salend, 2008): • Multi-leveled teaching • Tiered assignments • HALO Technique taught at UCF • Teaching Written & Spoken Language (EEX 6107) • Plan for “High, Average, Low, Other” Source: Salend, S.J. (2008). Creating inclusive classrooms (6thed).Upper Saddle River, New Jersey: Pearson Education. Childre, A., Sands, J., & Pope, S. (2009). Designing challenging curriculum: Backward design. Teaching Exceptional Children, 41(5), 6-14.
Financial Cost • “Cost of Inclusion Article”
Meta-Analysis “The effects are, at best weak.” (Lindsay, 2003). Source: Baker, E. T., & And Others. (1995). The Effects of Inclusion on Learning. Educational Leadership, 52(4), 33-35. Lindsay, G. (2003). Inclusive Education: a critical perspective. British Journal of Special Education, 30(1), 3-9.
