Developing Inclusive Practices in Schools

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Developing Inclusive Practices in Schools
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Philosophy of Inclusion
"Children that learn together, learn to live
together."
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Inclusive education today -
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Classification of CWD according to Learning Needs

• Category I includes children who can study in a
  general class with some special inputs.
• 45 of CWD belong to this category
• Category II children with mild and moderate
  disabilities who need counseling services from
  time to time
• 30 CWD come in this category

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Classification

• Category III children with moderate/
• severe disabilities,
  need resource assistance
  including corrective aids and
  periodical help in academic
  areas.
• 15 CWD can be classified in this category

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Classification

• Category IV children with severe
  disabilities who require
  direct attention from
  special teachers
• 10 of disabled children come under this category
• Category 1-3 can be managed by general class
  teachers with input in special education.
• Category 4 is to be dealt by special teachers
  in a special class

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Inclusion Readiness(Schultz,1994)

• Attitudes
• Relationships
• Support for students
• Support for teachers
• Administrative leadership
• Curriculum
• Assessment
• Evaluation of self and program
• Involvement of parents
• Community involvement

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MOST COMMON NEEDS OBSERVED IN A CLASS

• Language and Communication needs
• Academic Needs - Reading, Writing, Math
• Motivational Needs
• Personal and Social Needs
• Physical and loco motor needs

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Special Considerations while TeachingChildren
with Special Needs

• Concrete multisensory tasks
• Find out the childs most effective mode of
  learning. - auditory, visual, tactile, etc.
• Pacing
• Repetition
• Modeling and imitation
• Task analysis
• Step wise directions
• Facilitate concept development

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Types of Instructional Programs

• Corrective instruction-in regular classroom
• Remedial instruction- outside the classroom
• Developmental Instruction-Diagnostic -
  prescriptive
• Accelerated instruction- for bright well
  motivated learners
• Adapted instruction- content and the pace
  

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Corrective and Remedial Program

• Semi homogeneous grouping in the regular
  classroom
• Provision of special instruction in small groups
• Team teaching
• Making Classroom a laboratory
• In service training for regular classroom teachers

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Diagnostic- Prescriptive Teaching

• This is a way of achieving appropriate
  instruction.
• It represents the following sequence of activities

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Individualized Instruction

• Individualized instruction does not necessarily
  mean 11 teaching
• Individualized instruction is not always remedial
• Individualized instruction means teacher
  accommodates the situation to the learner and not
  the learner to the situation

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Modifications in the general Classroom

• Homogeneous Grouping -
• According to age,
  ability,
  industry, previous experience, or
  other factors that affect
  learning
• Ability Grouping -
• Average, above average
  
  and below average
• Performance Based -
• How well a child
  performs on the
  given task
• Learners Characteristics-
• Fast and slow learners

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Within Classroom Modifications

• Groupings of students into smaller units for
  specific teachings
• Smaller student-teacher ratio
• Take support from reserve or supplemental
  teachers
• Involve parents whenever necessary

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Contd

• Emphasizing Cognitive /academic learning
• Compensatory education-use of alternative
  instruction, alternative techniques, and adaptive
  equipment
• Co-teaching
• Individualized Education program (IEP)
• Modifications in Examination and Evaluation
  procedures

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Structuring Learning Experiences

• Planning instruction
• Structuring the environment
• - Location for learning
• - Selection of material
• Placement / arrangement of materials

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Adapting the Environment

• The Classroom
• Physical Components (Rogers and Warren
  (1985)
• Actual classroom space
• Arrangement of activity areas within the space
• The furniture and fixtures
• The play and work materials

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• The activities of the program their
• sequence
• The number types of children(disabled and
  non-disabled)
• Grouping of staff children

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Adaptations and modifications in the physical
environment

• Walkways and ramps
• Doors and doorways
• Stairs and steps
• Flooring
• Playground
• Toilets

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Adaptations required in inclusive education
practice

• Length of the task
• Time
• Level of support
• Input
• Difficulty of the task
• Output
• Participation
• Alternate curriculum

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Adaptations in Teacher Education

• Objectives
• Content
• Material-devices and equipment
• Teaching- learning process
• Evaluation

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Inclusive Teacher Education (ITE)

• Be based on transformative pedagogy.
• Be an intersection of perception, ideology,
  culture and knowledge

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Inclusive Teacher Education (ITE)
Perception
Ideology
ITE
Culture
Knowledge
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The Inclusive teacher education program should
aim at

• Addressing the individual needs of All children
  in a class
• Facilitating teaching learning process
• Providing role model to the learners
• Social reconstruction in a context
• Attaching field relevance

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Additional Competencies of Teachers in Inclusive
Class

• Creating a community of learners
• Identifying and assessing individual needs of
  learners
• Instructional planning for All, including
  students with disabilities
• 
  
  Contd..

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Additional Competencies of Teachers in Inclusive
Class

• Adaptation of curricular content
• Managing students behaviors
• Consultation/ collaborations with various stake
  holders

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An Inclusive Teacher

• Creates inclusive culture
• Develops inclusive practice
• Develops attitudes and beliefs that foster
  inclusion
• Engages in joint collaboration (between general
  and special educators) about students with
  disabilities
• 
  Contd..

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An Inclusive Teacher

• Understands, plans and provides an instructional
  program and behavioral support to students with
  disabilities in a regular classroom
• Participates in meaningful school reform efforts
  within schools and in the communities

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In an inclusive class a teacher should

• Provide variety of learning experiences to the
  learners
• Ensure active participation of All learners in
  all learning activities
• Encourage students to compare, debate, share, and
  learn from each other
• Contd..

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In an inclusive class a teacher should

• Facilitate students learning through absorption,
  interaction, observation and reflection
• Ensure success for each child

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To bring in equity in society an inclusive
education program requires

• Embedded Support
• Prior to instruction
• - Modified materials
• - Accommodations
• - Barrier free environment
• - Access to school
• In-Class support Inclusive Class
  External support
• Multi-disciplinary support
• Peers, Para-educators, Special educators,
  Administrators, Psychologists, Counselors,
  Resource teachers Volunteers

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Quality Indicators in ITE

• Comprehensiveness
• Range of diversity
• Flexibility
• Applicability
• Feasibility

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As a teacher ensure Success for every learner
in the class

• Inclusion is a journey, a process and not a
  destination

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Thank you !Any Questions ?