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Key Features Of Inclusion In The Classroom

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To measure this case study, of how inclusive my lesson was, key features of an inclusive learning environment need to be considered. ‘Inclusion is about much more than the type of school that’s the children attend: it is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school’ (Arthur, Grainger and Wray, 2006, p.260). Hence, they key features of inclusion I aim to use as a ‘success criteria’ for the case study are: did I believe in the principles of inclusion? Are the individual pupils being included? what is their experience of inclusion and to what extent are they being included? Lastly, are ability groups being challenged throughout the case study? The success criteria’s purpose is to overall grade the inclusiveness of part of a lesson (Appendix 2) during my school experience. Case study, …show more content…

To be more inclusive in the future, I could create a sheet to aid the learning for MO and TP. This sheet could have been almost a guide for them, which would have helped them understand the learning and would have created a scaffold for the task (Wood, Bruner, et al., 1976). This aid wouldn’t necessarily have only been available to them, which would be exclusive, but to anyone who wished for some additional support. As previously noted in this essay, children surprisingly tend to challenge themselves (Grigg, 2015). Therefore, if this aid had been put in place it would have ultimately created a more inclusive climate for learning.
Following on from the lesson, the impact in learning was evidenced through the next lesson. In the lesson, the following day, smaller groups (Appendix 2) were taken by the class teacher and I. The groups were made up from pupils who had asked for extra help with specific success criteria. Although this method was not fully inclusive, this method was the class teacher’s choice and something I professionally agreed

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It not only included challenges with inclusion in an educational setting, but in everyday life and family settings. Including Samuel demonstrates the difficulties of inclusion in education. Through the story of Samuel inclusion in the classroom is not an issue for him. Samuel’s peers are inclusive

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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.

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As 1919 is rolling into summer, racial tensions are getting to a boiling point. The causes of these racial tensions are white ignorance, The Great Migration, and social inequality. White ignorance has always been a major factor in African Americans not getting their rights they deserve. One part of that ignorance is that they never get to know them for whom they really are. When they see African Americans, they just assume some outrageous stereotype or just call them names.

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I have utilised my knowledge of students’ physical, social and intellectual development to implement a range of teaching strategies and learning experiences to promote an inclusive classroom where all

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One teaching strategy that is evident in appendix 1, is group work. Group work allows children to collaboratively work together. Students have a better opportunity to speak during group work as compared to whole-class situations where one student speaks at a time (Cohen et al., 2014). The type of group evident in the lesson plans is mixed ability grouping; this provides pupils with equal opportunities, in terms of curriculum, instruction, resources, and additionally, reduces negative consequences, such as children feeling secluded (Sukhnandan and Lee, 1999). Vygotsky’s zone of proximal development shows the difference between the most difficult task a child can do alone and the most difficult task a child can do with help (Mooney, 2002).

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Inclusion is an all-inclusive ideology that allows learners with disabilities the opportunity to learn alongside their non-disabled peers in general learning classrooms (Salend & Duhaney, 2016). Inclusion aims at creating a feeling of equality and achieving equity. It is beneficial to them because it gives them an opportunity to work on and achieve individual goals while taking part in the life of an ordinary classroom and with other pupils their own age. As a result, there is an improvement in performance in standardized tests and the grades attained, on-task behavior is enhanced, and motivation to learn is increased (Salend & Duhaney, 2016). The learners with disability are motivated to work hard in order to be at par with their peers without disability.

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According to Mitchell (1999), ‘inclusive education is taken to mean that schools accommodate children’s different styles and rates of learning and to respect

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The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of

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Inclusion is vital in helping to provide quality education for SEN pupils. “above all, inclusion is about a philosophy of acceptance where all pupils are valued and treated with respect” (Carrington & Elkins, 2002). Inclusion is often thought to be the location of your education but is more often than not about the quality of one’s education. The location has little to do with inclusion but more to do with where you feel you belong, some SEN children feel they cannot truly belong in a large mainstream school (Campbell, 2005). Sociological perspectives of inclusion often emphasis equality, respect, participation in decision making, rights, and collective belonging.

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It is a symbol of respect for all of humanity. It can be argued that inclusive education is about social justice and equity and takes into account learner’s abilities, potential and diverse needs. The learner does not have to adapt to the social system. The school or the education system has to change in order to meet the learning needs of all children in a given community (Kisanji 1999; Armstrong 2005). In other words, inclusion involves restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in their locality (Booth and Ainscow 2002).

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