3. OUTLINE
1. Identify Classroom Environment
2. Curricular and Instructional Needs
3. Student Learning Strengths and Needs
4. Potential Areas of Student Progress
5. Potential Problem Areas.
6. Information for Brainstorming and Instructional
Adaptations.
7. Adaptations for Inclusion Implementation
8. Adaptations for Inclusion Implementation ...
4. Inclusive education is seen as “a process of
addressing and responding to the
diversity of needs of all learners through
increasing participation in learning,
cultures and communities, and reducing
exclusion from education and from
within education.”
5. Inclusion is a term which conveys
assurance to educate each child, to the
utmost suitable level, in a school and
classroom where he or she had
otherwise gone that is general education.
It involves bringing the support services
to the child rather than moving the child
to the services.
7. What is Strategy?
The word 'strategy' is derived from a Greek
word ' strategos', which means generalship----
the actual direction of military
force Strategy is a plan.
“A plan of action designed to achieve a long-
term or overall aim.”
9. • Facilities that meet the needs of all students,
such as separate Toilets for girls and accessible
ones for wheel chair bound students.
• Ramps with or without stairs for physically
disabled students.
• A welcoming, healthy, and clean environment.
• A plan to develop a skilled school staff to teach
and deal with children having special education
needs.
• Availability of Special Education teacher to guide
and facilitate inclusive class teacher
10. • Professionals like occupational therapist,
psychologists, speech therapists, which can
identify and help with the students’ special
education needs.
• Accessible and well equipped library for all
learners with special needs.
• Accessible computer lab for all students
• Links with existing health authorities who provide
periodic health examinations for children.
11. Classroom Environment
The successful inclusive classroom is the one in which:
• Students are active learners instead of being the
passive learners.
• All students get equal opportunity to participate and
learn.
• Students with disabilities are free to learn at their own
pace and have accommodations and substitutive
strategies to meet their unique needs.
• Students experience success, learning goals are
specific, attainable and measurable and have some
challenge to them.
12. Selection of Students for Inclusive
Classroom Environment
• Some students are suggested to be entirely
excluded from school because of their physical
condition and degree of severity of their
disability.
• some students with special needs are poor
candidates for inclusion because of their effect
on other students.
13. Conti…
• Some students are not good candidates for
inclusion because the normal activities in a
general education classroom will prevent
them from learning.
• Most students with special needs do not fall
into these extreme categories, as most
students do attending the schools, are not
violent and do not have severe sensory
processing disorders
14. Characteristics of an Inclusive, Learning-
Friendly Classroom &Traditional Classroom
TRADITIONAL CLASSROOM
ENVIRONMENT
INCLUSIVE LEARNING
CLASSROOM ENVIRONMENT
Relationship Distant(the teacher addresses
students with her back
towards them)
No assistant teacher
Friendly and warm. The
teacher sits next to and smiles
at the child with a disability.
The parent-helper praises this
child and assists other
Children.
Who is in the classroom The teacher as well as
students with quite similar
abilities.
The teacher, students with a
wide range of backgrounds
and abilities, And there are
other people such as
parent/helper.
15. TRADITIONAL CLASSROOM
ENVIRONMENT
INCLUSIVE LEARNING
CLASSROOM ENVIRONMENT
Seating arrangement Identical seating arrangements
in every classroom
Different seating
arrangements, such as girls
and boys sitting together on
the floor in two circles
Learning Material Textbook, exercise book,
chalkboard for teacher.
Variety of materials for all
subjects such as math
materials made from
newspapers, or posters and
puppets for language class
Resources The teacher is interacting with
children without using any
additional teaching materials.
The teacher plans a day in
advance for the class. She
involves the children in
bringing learning aids to the
class, and these aids must not
cost anything.
Evaluation Standard written examinations Authentic assessment;
Observations; Samples of
children’s work over time such
as portfolios
16. Teachers’ Role in Inclusion
Goal can be attained if the teacher processes the
following characteristics:
• Belief: The teacher believes that all children, girls, poor
or wealthy children, language and as well as disabled
children—can learn.
• Involvement: The teacher is involved in locating school-
age children who are not in school to see that they get
education.
• Strong Knowledge base: The teacher possesses the
Knowledge about conditions/diseases that cause
physical, emotional, and learning disabilities. He can
help and train unhealthy students to get proper care.
17. Conti…
• Skills: The teacher has the skill to impart
learning and modify manners of the pupil.
• Power: The teacher has the power to
influence and bring attitudinal changes in the
diverse population of the classroom then
school and then at society level.
18. The Student
• The terms “student,” “learner,” or “pupil” refer
to anyone who is participating in formal or
non-formal learning.
• Students in an inclusive classroom are
generally placed with their chronological age-
mates, regardless of whether the students are
working above or below the typical academic
level for their age.
19. Conti…
• Children of same age group with each other
easily therefore same age pupils show
belongingness to each other and support each
other through peer ship and friendships.
• . The teachers often look after a relationship
between a student with special needs and a
same age student without a special
educational need.
20. Classroom Grouping
• Teachers use a variety of classroom grouping
arrangements.
• Sometimes they teach the whole class at
once, as when they lecture in a content area
such as social studies.
• Other times teachers may employ small-
group or one-to-one instruction.
21. CURRICULUM AND INSTRUCTIONAL
NEEDS
• The term curriculum is used in a number of
different ways by parents and educators.
Some see curriculum as the "academic
material that is used to teach children in
school."
• Others view it as educator guidelines and
student activities that can be acquired from
any number of curriculum publishers. T
22. The Relationship between Curriculum
and Instructions
• Instruction is the formation and execution of
purposefully developed plans for the teaching
of curriculum content whileWith curriculum
being the content of what is taught along with
an overall process of how that content is to be
taught, and instruction being the more
detailed plans and the way those plans are
implemented in order to teach the curriculum
content,
23. Collaboration
• Teachers are key partners in curricular
development and implementation and must
be involved in all aspects and at all levels.
• Teacher education curricula (pre-service and
inservice), and more generally teachers’
professional development, must be reviewed
to prepare teachers for an inclusive education
system.
24. Conti…
• Teacher education has become a focus for
UNESCO and other agencies in recent years–
Member States should “train teachers by
equipping them with the appropriate skills and
materials to teach diverse student populations
and meet the diverse learning needs of all
different categories of learners through methods
such as professional development as the school
level, pre-service training about inclusion, and
instruction attentive to the development and
strengths of the individual learner.”
25. Conti….
• Webster's concisely defines curriculum as, “A
course of study offered by a school”
• Ronald C. Doll, in his book, Curriculum
Improvement: Decision Making and Process, goes
further, stating that “The curriculum of a school is
the formal and informal content and process by
which learners gain knowledge and
understanding, develop skills, and alter attitudes,
appreciations, and values under the auspices of
that school”
26. Collaborative Consultation
• Collaborative Consultation is a practical
educational approach in which general and
special educators assess student needs,
academically and socially, and work together
to plan and evaluate instruction. The general
educator delivers the instruction.
27. Collaborative Teaching
• Collaborative teaching is a proactive
educational approach in which general and
special educators and related service
providers work in a coactive and coordinated
fashion to jointly assess, plan for, teach, and
evaluate academically and behaviorally
heterogeneous groups of students in an
educationally integrated setting
28. Instructional Support Team
• An Instructional Support Team (IST) is a team
of professionals who support classroom
teachers' efforts to assist struggling learners.
• The mission of instructional support is to
provide students who are at risk of school
failure with the necessary academic,
behavioral, communication, and/or social
supports to succeed in school.
29. Child Study Committee
• A Child Study Committee is a team that
functions within general education to enable
school personnel, and others as appropriate,
to meet the needs of individual children who
are having difficulty in the educational setting.
30. Individualized Education Program
Team
• An IEP team is a team that gathers to develop
or revise the Individualized Education Program
(IEP) for a student with disabilities who
receives special education.
31. Implementation of the Team Approach
• Implementation of the trans-disciplinary
teaming model requires training in
collaboration and team teaching techniques.
32. STUDENT LEARNING STRENGTHS
AND NEEDS
• Individualized Education Program
• Accommodation
• Modification
• Assistive Technology
33. The Individual Education Program (IEP) is a
written plan/program developed by the
schools special education team with
input from the parents and specifies the
student’s academic goals and the
method to obtain these goals. The IEP
will focus only on the areas that are
affected by the disability (ies).
34. An accommodation is a reasonable adjustment
to teaching practices so that the student
learns the same material, but in a format
that is accessible to the student.
Accommodations may be classified by
whether they change the presentation,
response, setting, or scheduling. For
example, the school may accommodate a
student with visual impairments by providing
a large-print textbook; this is a presentation
accommodation.
35. A modification changes or adapts the
material to make it simpler. Modifications
may change what is learned, how difficult
the material is, what level of mastery the
student is expected to achieve, whether
and how the student is assessed, or any
another aspect of the curriculum. For
example, the school may modify a reading
assignment for a student with reading
difficulties by substituting a shorter, easier
book. A student may receive both
accommodations and modifications.
37. 4. POTENTIAL AREAS OF STUDENT
PROGRESS
• This step of inclusion strategy
emphasizes, analyzing students’
strengths, building an IEP in view of the
instructional demands and checking for
activities or tasks students can do
successfully.
• Success enhances student self-image and
motivation.
39. 5. POTENTIAL PROBLEM AREAS
• Comprehension
• Oral Language
• Reading
• Written Work
• Mathematics
• Motor Skills
• Social Skills
• Behavior Skills
40. 6. INFORMATION FOR BRAINSTORMING
AND INSTRUCTIONAL ADAPTATIONS
• Once potential mismatches and possible strengths
are determined the next step is to use this whole
information to maximize child’s learning and
minimize the effects of weaknesses.
• Individuals with Disability Education Act specifies
that two kinds of adaptations may need to be made
for students with disabilities: accommodations and
modifications.
• Instructional or curricular modifications are made
when the content expectations are altered and the
performance outcomes expected of students change
41. Instructional Accommodations for
Inclusion:
• Instructional Grouping
• Teaching Format
• Rate of Instruction
• Alternative Approaches
• Adjust Language Level
• Reduce Amount of Instruction
• Sequence Activities in Logical Manner
• Skills Functionally Taught
42. Conti…
• Increase Number of Opportunities
• Advanced Organizers
• The Press Strategy (Presentation, Response,
Equipment, Scheduling and Setting)
• Professional Edge
• Selection of Instructional Adaptations
44. 8.EVALUATE THE STUDENT PROGRESS
• Assessment and Evaluation
Evaluation is an assessment and opinion formed about the
quality of a response, product or performance, based on
recognized criteria and principles. The rationale of the student
evaluation is to decide the level to which students have
mastered educational skills or instructional content.
Assessment is the organized way assembling
information about what students know, are capable to
do and are functioning in the direction of. Assessment
should be incessant, joint, consultative and based on an
agreed set of criteria.
45. • Benefits of Monitoring the Progress
When progress monitoring is implemented correctly,
the benefits are great for everyone involved. Some
benefits include:
accelerated learning because students are receiving
more appropriate instruction;
more informed instructional decisions;
documentation of student progress for accountability
purposes;
more efficient communication with families and other
professionals about students’ progress;
higher expectations for students by teachers;
Fewer Special Education referrals.
