Reflection On Inclusive Teaching

Rationale

According to Armor (2011), teaching is a demanding, ever changing and people-based profession. Fransson, et al. (2009) states that to be knowledgeable and competent teachers who are aware of societal needs, they will have to engage in lifelong learning. Therefore, it is no surprise that a teacher’s development and success are dependent on their motivation and ability to reflect on their work (Armor, 2011). To reflect means “to evaluate a past action, an experience or decision” (Salandanan, 2009). Reflective teaching is a strategy used by many teachers to analyse their thoughts and observations of each of their lessons with the aim of making improvements to them (Tice, 2004). One of the easiest ways to begin this process of reflection

(2010) defines Inclusive education as adapting and modifying activities to ensure every learner regardless of their ability level, age, backgrounds, culture, colour, gender or disability have the opportunity to participate and achieve their full potential. Teachers play a decisive role in making inclusive education a reality (Jerlinder, et al., 2010). The purpose of adapting and modifying an activity is to reduce or remove the disadvantage caused by the environment which the sport is being played (Australian Sports Commission, 2016). A teacher can ensure that their approach is inclusive by applying the TREE principles. Niland, et al. (2010) states the TREE Principle model can be used as a practical tool to help teachers modify or adapt their activities to make them more inclusive for all learners, regardless of the ability level. Through my role as an iPLAY coach, I found that following the provisions set out in the TREE Principle proved most useful to me when adapting and modifying play, game, and sport situations to be more inclusive for my student. Within the TREE model, there are four main elements of an activity that can be modified to make it more inclusive for people with a disability (Australian Sports Commission,

Is there a way to make the activity achievable but still challenging? For example, changing the size, weight colour of the ball etc. When coaching my student basketball using the hula-hoop as the net (as mentioned above) one of the main problems was that he was unable to reach the net with the basketball using certain throws. With the TREE principle in mind, I chose to change the size and weight of the ball to make it easier to score and so the student could work on his throwing technique.

Environments – Simple changes to the environment on which the sport is being played can make a huge difference (Niland, et al., 2010). Some changes I made throughout i-PLAY include making the playing area smaller (using small fitness rooms) to influence students to interact with each other, lowering nets and making goals bigger so it was easier to score.

In conclusion, I feel that this learning experience has been invaluable to me and is one of the most rewarding things I have ever had the opportunity to take part in. My attitudes as well as my perceptions towards people with disabilities has changed significantly and I have developed new skills and strategies that will allow me to implement inclusive activities for students regardless of ability