Some of the things teachers should receive to better their inclusive classrooms are teacher assistants (Wilkins and Nietfeld, 115). It is not the job of the teacher alone to watch out and make sure that all the students are accepted. By having these assistants, the teacher will be able to provide the best atmosphere and have help to make sure every student feels as though they belong. By the end of the year, the students in these classrooms will have a greater level of confidence in themselves than those in non inclusive classrooms (Wilkins and Nietfeld, 115). Inclusion helps to make everyone feel better about themselves as they are bettering themselves in becoming more acceptance and removing hatred from their systems.
Explain how own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behaviour management. Encounter with different behavioural concerns and imbalance circumstances in an educational institution are a part of the daily custom. Sometimes was crucial to manage and resolve. It has proven hard for the teacher to handle and manage the class. Students possess different personality trait, attitude and behavioural pattern that causing difficult for both the teacher and the learner to manage and encourage an inclusive learning.
Inclusive: Ensuring every child or young person has access to learning all areas of the curriculum, identifying areas that a child maybe struggling and adapting provision for this. Nothing should stop a child from learning and developing both emotionally and physically, setting a positive example and modelling good attitudes are all part of inclusive practise. Every child has the right to learn regardless of ability tasks should be set to allow for all learners to understand and to achieve the outcome in a positive way. Making observations helps to reflect on own practise to ensure that the needs of the children are being met and were adaption is needed, making sure this is done.
Ms. Vincent’s class is an inclusive classroom, where children with Individualized Education Plans (IEP) are integrated into the typical classroom setting. The students’ IEPs specify the required accommodations the teacher needs to provide for that child’s specific needs. However, the reality is that the classroom needs to be set up for every student’s needs, even for the children who are not specifically identified as having special needs. When the class is designed to be inclusive, all the children benefit from these best practices! Ms. Vincent’s classroom is well organized; there is a designated place for every item and every child.
7.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning. To analyse ways in which the minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning, I must have an understanding and working knowledge of the four elements. The four elements are literacy, language, numeracy and Information and Communications Technology (ICT). Literacy takes first place and in many respects is primary in the list of core elements, as without basic literacy skills, learners will struggle to engage with subjects across the entire curriculum, (Department for Education, 2022).
Inclusive education means bringing all children from different needs together into the mainstream classroom, where a teacher recognizes and responds to the diverse needs of students. The approach enhances quality education through a personalized curriculum that includes customized curricula, organizing instruction according to individual student needs, and using teaching strategies and resources that overcome barriers to participation. The student learning process stems from a malleable situation and context whereby each student has specific strengths and weaknesses that a teacher attending to diverse needs in the classroom must understand before personalizing instruction and materials, increasing the engagement process. Anyichie and Butler (2023) clarify that a teacher can implement culturally responsive teaching (CRT) and self-regulated learning (SRL) by demonstrating how students become motivated to participate in the classroom context and personalize the learning process. CRT focuses on how a teacher encourages students to participate according to their background needs.
I also learned that if you are going to have an inclusive classroom you need to be educated on each one of your students and their need so they can be met. Another thing I learned is that teachers play a huge role in their student’s life and they expect you to show up. When Mrs. Brook had to leave and be with her sister that disrupted Caitlin time at school because she didn’t have the safe haven. Knowing she would be gone for a long period of time Mrs. Brook made phone calls to her students to check in. It also means a lot to your students knowing their teacher is thinking about them.
The inclusive practice enables all of the students (with or without disabilities) to indulge in same class and learn together in the same class and context. Inclusive practices may refer to the idea of amalgamation of individuals with disabilities with the individuals without disabilities and having no pity for them or any other feeling that make them feels their disability. This is quite an ethical, social and educational question whether it should be done and if yes then how and why it is to be carried out (Lindon,
Loreman, T., Deppeler, J., & Harvey, D. (2010). Inclusive education: Supporting diversity in the classroom. Allen & Unwin. 21. Mader, J. (2017).
It should also guide all education policies and practices. To be considered as an inclusive school and to have an education system that is inclusive, the school has to become better at educating all students from their communities, regardless of their economic status. What I
Thesis statement “Inclusion Helps Special Needs Students by Allowing Them to Develop Interactional Skills Because of the Exposure to a Social Environment.” Inclusion in education is an approach to educate students with special needs in regular classrooms, rejecting the need of special schools. The aim of this paper will be to demonstrate that inclusion of special needs students in regular classrooms helps them not only by developing interactional skills but also by allowing them to grow in a more desirable way in school. However, inclusion is not completely beneficial. One must consider that special needs is an umbrella of several necessities that demand different approaches.
According to Mitchell (1999), ‘inclusive education is taken to mean that schools accommodate children’s different styles and rates of learning and to respect
Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.
What is inclusive pedagogy you make ask and how will this become possible? Great questions! Continue reading and see the effective explanations I have in expounding on my philosophy. Inclusive Pedagogy is a term used to describe an emerging body of literature that advocates teaching practices that embrace the whole student in the learning process (Tuitt, 2001, p. 243). Unlike the traditional strategies such as chalk- and- talk and the whole banking system which deprive students of being whole intellectual beings.
According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000).
