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Inclusive Education

Inclusive Education. Defining Inclusive Education. Inclusive Education(IE): “ …Means that all students in a school regardless of their differences are part of the school curriculum”

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Inclusive Education

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  1. Inclusive Education

  2. Defining Inclusive Education • Inclusive Education(IE): “ …Means that all students in a school regardless of their differences are part of the school curriculum” • IE: refers to an accessible curriculum, a school community where students are valued and respected and where their social, emotional and intellectual needs are met • IE : “ The practice of providing for students with a wide range of abilities, backgrounds and aspirations in regular school settings”

  3. IE definitions continue • IE refers to: an accessible curriculum in a school community where students are valued and respected and their social, emotional and intellectual needs are met

  4. Problems related to implementation of IE in the classroom • Teachers are not adequately trained • Lack of preparation time • Large class sizes • Teachers increasing workload • Teachers are not always flexible (curriculum)

  5. How do you overcome these barriers • When a teacher adopt differentiated instruction he/she must work with school administrators and other colleagues to overcome these barriers (problem solving)

  6. Where do we start with IE? • Teachers should be trained on how to implement IE • Continuous upgrading of teacher’s skills through professional development • Teachers should work together and share their ideas in the school and with neighbouring schools • The teacher should use differentiated instruction (modifications of the curriculum) • Teach things differently according to observed differences among students

  7. The role of the teacher • Posses a positive attitude towards IE • Redefine their roles to enable rather than disable students • Need to put their feelings of frustration aside • Build collaborative investigation of the school’s cultures, policies and practices • Must support and improve outcomes

  8. Differentiated instruction • What is differentiated instruction? “to teach differently according to observed differences among students” • Differentiated instruction comprises modifications to: the curriculum teaching practices take in account individual needs and differences of students

  9. Differentiated methods • Different teaching and learning methods • Extra time • Assessment activities • Use different sources • Amounts of assistance will differ • Provide help with writing, reading etc

  10. Example of a differentiated reading lesson (language) • Example: Students must read a true story about Kangaroos in Australia. • The teacher planned two different articles(authors ) on this story on the internet • The students have access to two different presentations of the story, of which they choose the most accessible and usable story to read

  11. How do we implement IE in the classroom? • Learning outcomes do not prescribe the content or method . Choose according to needs of students • Activities can be flexible • Context can be made relevant to learners needs • More time can be allocated for activities and assessment

  12. Continue • Learning programme can be structured to meet the needs of the specific learners • Additional communication tools cab be used e.g. SA sign language, Braille, computer programmes etc. • Assessment standards can be broken into finer components • Lesson plan time allocation can range from a single activity up to a term’s teaching or more time if necessary, depending on the needs of the learner

  13. continue • Time allocation and weighting regarding learning outcomes and learning programmes • Should vary according to the learners’ needs. • Flexibility in the selection of appropriate assessment standards according to the individual needs of a learner is possible on the recommendation of the school management team in the case of a learner not capable of achieving a GETC

  14. continue • Work schedules and learning programmes are not limited to a grade/year. Differently gifted learners may require acceleration or slowing down of the process • Integration of Learning Areas in a phase and across phases is possible

  15. What must I do as a competent teacher? • To accommodate all learners I must: • Design down • Break down • Scaffold the assessment standards to manageable steps allowing learners enough time to attain: • Skills • Knowledge • Values and • Attitudes practically

  16. continue • Some visually impaired learners may not achieve a GETC but they will all achieve to their full potential which will be acknowledged through certification • Reference: DOE,2003: Teacher’s Guide for the Development of Learning Programmes DOE,2002: Overview of Revised National Curriculum Statement

  17. Assignment • “Education White Paper 6: Special needs Education Building an Inclusive Education and Training System 2005” 1. In a group compile 3 lesson activities for the same lesson to provide in the needs of the following learners: • Language barrier • Parents not involved • Disabled • Socio-economic barriers 2 Design three lesson activities, one for the gifted, the average and the slow learner 3 Present your groups information to the rest of the students.Visual teaching aids  can be used

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