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Importance of inclusive teaching 2.1
Importance of inclusive teaching 2.1
Promote inclusive teaching and learning
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A new patient by the name of Randle McMurphy was committed and something definitely is not right with him. He came in acting like he owned the place. A big part of me thinks he is not even supposed to be here. He seems like a guy who just wondered in off the streets. He is stressing all of us patients out and I cannot say anything because people think I am deaf.
Imagine having to live in a county where natural disasters such as lightning strikes, muck fires, and sinkholes proliferating more and more each day. This is the daily life of Paul Fisher, the protagonist in the novel Tangerine, written by Edward Bloor. Paul Fisher moved to Tangerine County, Florida, where his life began to change. The Fisher family moved to Tangerine due to the “Erik Fisher Football Dream.” Paul’s father believes that Erik is an eminent football player, this is a reason why the Fisher family’s life revolves around Erik.
Missoula, Montana in the 1930’s was far from similar to Classical Greece and Rome, yet similar tragic characters were woven into legend. Though he may not have had a royal entourage or battle for the crown, Paul Maclean’s life was a tragedy, though in a different way. Due to his stature, potential, tragic flaw, and recognition and acceptance of his fate, Paul Maclean was a classic tragic hero. A classic tragic hero must be exceptional in terms of abilities and social ranking.
We went to the Royal Shakespeare Theatre on Thursday 22nd October 2015 located in Stratford to watch Gregory Doran's adaptation of Henry V, written by William Shakespeare. Doran cleverly intertwined Stanislavskian characterisation with Brechtian elements to create a realistic yet dramatic performance. My expectations for this play were high because the Royal Shakespeare company are highly renowned and it intrigued me to see how they would make a historical play set in the 15th Century captivating and relatable to a modern audience. Doran's use of the thrust stage broke the illusion of a fourth wall as the two walkways (used as both entrances and exits to and from scenes) further involved the audience, ultimately making them feel part of the story and immersed in the action. The use of breaking the fourth wall displayed a Brechtian element to the play
Mr. Alan Cook is 79 years old and lives with his loving wife, Mary in North Huntingdon, PA. The two have 3 children together. Daughters, Eva and Joann , and son, Paul. Daughter, Joann sadly passed away in 2008. Mr. Cook had a long life.
Paired images manifest themselves in parallel with other paired characters as well. The novel is rich with images of doubleness that can be traced with many characters like Henry, Judith, and Charles Bon. Henry is doubled by his part-black brother Charles Bon, and Judith is doubled by her part-black sister Clytie which echo the formula of the white versus the black. Ultimately, the two races or factions seem in struggle whereby the white Henry commits fratricide and murders the part-black Charles. The part-black Clytie sets the house into fire and kills both herself and her brother Henry.
John Oakhurst Character Analysis Not many men would stand by strangers in a life or death situation, but that is just the type of man John Oakhurst is in “The Outcasts of Poker Flats” written by Bret Harte. Although his character is a professional gambler, Oakhurst carries a soft spot for his fellow exiles. He could just walk away, and save himself. He not only cares about their well-being; he acts as a leader for the outcasts. Without John the group would not have a chance at surviving.
Freedom is often taken for granted in America. Most of us go on about our day, not thinking about what would happen if we didn’t have soldiers overseas fighting for our country. Brian Eigenberger was one of those soldiers that helped protect our country from. He is a hero that does not get recognized for the risks he took for the United States. Characteristics that are displayed in heroes are also displayed in Brian Eigenberger.
J.C. Burke challenges each character’s values and attitudes towards themselves by making the character accept their consequences and life to move forward. Daniel manages to accept and cope with what he has done better than tom copes with what he and his family have gone through. Daniel had to use his personal strength and will to accept the consequences of his actions. Compared to this Tom relied heavily on constant support from his family and friends to help him overcome many obstacles during this evolution. At the start Daniel is overcome with grief and misery as he tries to accept the terms of his actions, however also the situation he puts his family in, due to what he done.
In addition to your post, Alan Mulally was very successful as a leader because of how he was grounded early in his life with the support he received from his parents. They had high expectations for him according to Kaipa and Kriger, (pg. 113) that gave him to will power to be a go getter and took advantage of every opportunity. “Everything is an opportunity to me. I want to make a difference, I am nice to everyone, and my self-worth is rather high. I am the most excited when I appreciate somebody, and I get feedback that says, “I really like you being the person you are.”
“Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, ambition inspired, and success achieved” (Helen Keller). As in Keller’s life, black children in the early 1900s often developed distinct traits as a result of their trial: racial discrimination. Richard Wright, numbered among these children, describes his character building experiences in the autobiographical novel Black Boy. Set in the Jim Crow South, Black Boy covers Richard’s life and the burdens, success and heartache that comes with it.
11-12) , the basic principle of the inclusive school is that learning should be done by all children together, if possible, in spite of any differences or difficulties may have. Inclusive schools have to know and act in response to the various needs of their students, accepting both different styles and rates of learning and ensuring quality education to all through suitable curriculum, organizational planning, teaching techniques and strategies, partnerships with their communities and resource use. There should be a continuum of support and services to match the continuum of special needs encountered in every
General education teachers have different opinions about the attendance of special need students in mainstream schools. The severity in special need children affects teachers’ readiness to adjust and manage particular students (Macrothink, 2012). Teachers are concerns about having students with the behavioral disorder in the general education setting. Many teachers do not believe they can teach these group effectively while they do not have enough training and support. Besides, teachers’ attitudes toward students with disabilities radically affect their education success (UNESCO, 2013).
The goal for inclusive education is to widen access to education and to promote full participation and opportunities for all learners vulnerable to exclusion to realize their potential. When considering the promotion of quality in inclusive education, it is necessary to underline a number of key factors in relation to this goal: Inclusion concerns a wider range of learners than those identified as having special educational needs. It is concerned with any learners who are at risk of exclusion from educational opportunities, resulting in school failure; - Access to mainstream education alone is not enough. Participation means that all learners are engaged in learning activities that are meaningful for them. The promotion of positive attitudes
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).
