Developing Inclusive Practices in Schools

1. Developing Inclusive Practices in Schools www.schoolofeducators.com

2. Philosophy of Inclusion "Children that learn together, learn to live together." www.schoolofeducators.com

3. Inclusiveeducation today - www.schoolofeducators.com

4. 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 www.schoolofeducators.com

5. 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 www.schoolofeducators.com

6. 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 www.schoolofeducators.com

7. 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 www.schoolofeducators.com

8. 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 www.schoolofeducators.com

9. Special Considerations while TeachingChildren with Special Needs • Concretemultisensory tasks • Find out the child’s most effective mode of learning. - auditory, visual, tactile, etc. • Pacing • Repetition • Modeling and imitation • Task analysis • Step wise directions • Facilitate concept development www.schoolofeducators.com

10. 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 www.schoolofeducators.com

11. 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 www.schoolofeducators.com

12. This is a way of achieving “appropriate” instruction. It represents the following sequence of activities Diagnostic- Prescriptive Teaching www.schoolofeducators.com

13. Individualized Instruction • Individualized instruction does not necessarily mean 1:1 teaching • Individualized instruction is not always remedial • Individualized instruction means teacher accommodates the situation to the learner and not the learner to the situation www.schoolofeducators.com

14. 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 www.schoolofeducators.com

15. 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 www.schoolofeducators.com

16. 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 www.schoolofeducators.com

17. Structuring Learning Experiences Planning instruction Structuring the environment - Location for learning - Selection of material Placement / arrangement of materials www.schoolofeducators.com

18. 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 www.schoolofeducators.com

19. The activities of the program & their sequence • The number & types of children(disabled and non-disabled) • Grouping of staff & children www.schoolofeducators.com

20. Adaptations and modifications in the physical environment • Walkways and ramps • Doors and doorways • Stairs and steps • Flooring • Playground • Toilets www.schoolofeducators.com

21. Adaptations required in inclusive education practice • Length of the task • Time • Level of support • Input • Difficulty of the task • Output • Participation • Alternate curriculum www.schoolofeducators.com

22. Adaptations in Teacher Education • Objectives • Content • Material-devices and equipment • Teaching- learning process • Evaluation www.schoolofeducators.com

23. Inclusive Teacher Education (ITE) • Be based on transformative pedagogy. • Be an intersection of perception, ideology, culture and knowledge www.schoolofeducators.com

24. Inclusive Teacher Education (ITE) Perception Ideology ITE Culture Knowledge www.schoolofeducators.com

25. 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 www.schoolofeducators.com

26. 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.. www.schoolofeducators.com

27. Additional Competencies of Teachers in Inclusive Class • Adaptation of curricular content • Managing students’ behaviors • Consultation/ collaborations with various stake holders www.schoolofeducators.com

28. 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.. www.schoolofeducators.com

29. 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 www.schoolofeducators.com

30. 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.. www.schoolofeducators.com

31. In an inclusive class a teacher should: • Facilitate students’ learning through absorption, interaction, observation and reflection • Ensure success for each child www.schoolofeducators.com

32. 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 supportInclusive ClassExternal support Multi-disciplinary support Peers, Para-educators, Special educators, Administrators, Psychologists, Counselors, Resource teachers & Volunteers www.schoolofeducators.com

33. Quality Indicators in ITE • Comprehensiveness • Range of diversity • Flexibility • Applicability • Feasibility www.schoolofeducators.com

34. As a teacher ensure Success for every learner in the class Inclusion is a journey, a process and not a destination www.schoolofeducators.com

35. Thank you !Any Questions ? www.schoolofeducators.com