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Key features of inclusive teACHING AND LEARNING
Promote inclusive teaching and learning
Promote inclusive teaching and learning
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In response to the Ron Edmond 's correlates for an effective school, I gave my learning institution a score of fair in the area of high expectations for success. In the role of inclusion teacher, I have noticed an educational/professional disconnect with faculty and staff in regards to teaching students with special needs. In some cases, teachers fail to provide an inclusive classroom atmosphere that engages all learners. Moreover, I believe some general education teachers have a negative preconceived perspective about disabled individuals which affects their ability to build genuine relationships.
I aspire to be like Jim Ludlow, long-time assistant principal at Avon High School. His calm presence and quiet dignity force our administration team to put events, people, and decisions into perspective so that our school continues to focus on what is important, or rather, who is important - our students and staff. Although the requirements of this paper are to focus on a special education leader within the school or school corporation, it will often be impossible to do so because Mr. Ludlow has a holistic view of the school as a system; he does not limit himself to the departments, including special education, he oversees. All students benefit as a result of Mr. Ludlow’s panoramic view of the school. Mr. Ludlow assumes as his responsibility
It is not easy for one teacher to face those challenges alone but if there were two teachers in one classroom at all times so much more could be accomplished. Co-teaching is an approach that allows two teachers to collaborate to provide instruction to a group of students in a class who share the same curriculum. According to the researchers of Tools and Strategies for Making Co-Teaching Work, since there are more children with disabilities being integrated into general classrooms following a co-teaching research-based instructional method while properly planning, will allow for more students to academically succeed (Brown, et al
No one role is more important than the other. “Each
The characteristics of a special education teacher in an inclusion class have been a joint collaborative effort along with the lead teacher. Previously, services were provided outside school grounds or in the general classrooms. Presently, services are provided in the general classrooms (push-in) utilizing a co-teaching approach. Despite the benefits of co-teaching as an instructional model, there is shockingly little literature on the adequacy of this approach (Tremblay, 2013, p. 251). A study was performed where Rea, McLaughlin and Walther-Thomas (2001) compared two models for students with disabilities.
The profession of Speech Language Pathology enables others to be heard and gives them the ability to have a voice. As a Communication Disorders major, I found my voice through education and personal experiences. During my undergraduate career, I have balanced extracurricular activities, volunteer work, and leadership roles while maintaining superior grades in my coursework. However, my qualities go far beyond my list of accomplishments. Passion, my value of education, and my objective to improve the lives of others have driven me to pursue a career in Speech Language Pathology.
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,
“Nearly one in twelve (7.7 percent) United States children ages three to seventeen has had a disorder related with voice, speech, language, or swallowing in the past 12 months” (Black). Those who do have ailments and are not able to get an examination by a specialist are at a greater risk of compromising their ability with communication later in life. “A speech difficulty or speech disorder is defined as a condition that interrupts the ability to speak with normal speech patterns” (Al-Jazi 160). Speech Pathology is one of the most significant parts of a minor’s development, because it can support their academics, increase brain development, and advance their social skills.
What is cholesterol you might think? Cholesterol is a compound of sterol that is found in the body’s tissue. Cholesterol is also a type of fat that is found in blood. Cholesterol is good for your body because it helps the brain, skin, and other organs to be healthy and make sure that they are working the way they have to be working. The organ that produces cholesterol is the liver.
I really enjoyed Mrs. Hayes questioning and answering panel. I really liked how she gave insight on what is like to be a speech-language pathologist in the school system. It was overwhelming. I can barely handle one client now and she has about 40. I feel that I need to improve my time management and organization.
Classroom assistants are an integral part of the school staff team and as such have a responsibility for working to agreed school policies and procedures. In turn, the day-to-day work of the school takes place within a wider legislative framework affecting the content and delivery of the curriculum, health and safety, child protection and other aspects of school life. Classroom assistants need to be aware of these school and statutory frameworks, particularly those that directly impact on their own work with pupils. Supporting inclusion The principles underpinning inclusive education are those of setting suitable learning challenges, responding to pupils’ diverse learning needs, and overcoming potential barriers to learning.
However, every student has the right to be included in an everyday classroom with non-special needs students. The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks. Literature Review This thesis paper will be carried out with the help of online research, and investigations as well as books. The Wisconsin Education Association Council (WEAC) defines inclusion as “a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend.” Develop more this point
Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against
The academic argument concentrates on the idea that the challenge of being in a regular classroom will promote the academic progress of the child with special needs (Avramidis, 2000). According to Daniel and King, students in inclusion classes were more likely to experience gains in reading scores (Daniel & King,
CHAPTER 2 2. REVIEW OF RELATED LITERATURE 2.1 Introduction The inclusion of students who are deaf refers to their being educated within a classroom of students with normal hearing. This concept of inclusion differs from mainstreaming in that the latter may refer to a variety of degrees of contact with hearing students, while in inclusion a deaf student is placed in a classroom with hearing students. Before 1975, although attempts were made to educate students who were deaf in regular schools, about 80% of students who were deaf in Zimbabwe were being served in special schools (Cohen, 1995).
