Inclusive Education

Defining Inclusive EducationInclusive Education(IE): “ …Means that all

students in a school regardless of their differences are part of the school curriculum”

IE: refers to an accessible curriculum, a school community where students are valued and respected and where their social, emotional and intellectual needs are met

IE : “ The practice of providing for students with a wide range of abilities, backgrounds and aspirations in regular school settings”

IE definitions continueIE refers to:

an accessible curriculum in a school community where students are valued and respected and their social, emotional and intellectual needs are met

Problems related to implementation of IE in the classroomTeachers are not adequately trainedLack of preparation timeLarge class sizesTeachers increasing workloadTeachers are not always flexible

(curriculum)

How do you overcome these barriers

When a teacher adopt differentiated instruction he/she must work with school administrators and other colleagues to overcome these barriers (problem solving)

Where do we start with IE?Teachers should be trained on how to

implement IEContinuous upgrading of teacher’s skills

through professional developmentTeachers should work together and share

their ideas in the school and with neighbouring schools

The teacher should use differentiated instruction (modifications of the curriculum)

Teach things differently according to observed differences among students

The role of the teacherPosses a positive attitude towards IERedefine their roles to enable rather than

disable studentsNeed to put their feelings of frustration

asideBuild collaborative investigation of the

school’s cultures, policies and practicesMust support and improve outcomes

Differentiated instructionWhat is differentiated instruction?

“to teach differently according to observed differences among students”

Differentiated instruction comprises modifications to:the curriculumteaching practicestake in account individual needs and

differences of students

Differentiated methodsDifferent teaching and learning methodsExtra timeAssessment activitiesUse different sourcesAmounts of assistance will differProvide help with writing, reading etc

Example of a differentiated reading lesson (language)Example: Students must read a true story

about Kangaroos in Australia.The teacher planned two different

articles(authors ) on this story on the internet

The students have access to two different presentations of the story, of which they choose the most accessible and usable story to read

How do we implement IE in the classroom?Learning outcomes do not prescribe the

content or method . Choose according to needs of students

Activities can be flexibleContext can be made relevant to learners

needsMore time can be allocated for activities

and assessment

ContinueLearning programme can be structured to

meet the needs of the specific learnersAdditional communication tools cab be

used e.g. SA sign language, Braille, computer programmes etc.

Assessment standards can be broken into finer components

Lesson plan time allocation can range from a single activity up to a term’s teaching or more time if necessary, depending on the needs of the learner

continueTime allocation and weighting regarding

learning outcomes and learning programmes

Should vary according to the learners’ needs.

Flexibility in the selection of appropriate assessment standards according to the individual needs of a learner is possible on the recommendation of the school management team in the case of a learner not capable of achieving a GETC

continueWork schedules and learning programmes

are not limited to a grade/year. Differently gifted learners may require acceleration or slowing down of the process

Integration of Learning Areas in a phase and across phases is possible

What must I do as a competent teacher?To accommodate all learners I must:

Design downBreak downScaffold

the assessment standards to manageable steps allowing learners enough time to attain:

SkillsKnowledgeValues andAttitudes practically

continueSome visually impaired learners may not

achieve a GETC but they will all achieve to their full potential which will be acknowledged through certification

Reference:DOE,2003: Teacher’s Guide for the Development of Learning ProgrammesDOE,2002: Overview of Revised National Curriculum Statement

Assignment

“Education White Paper 6: Special needs Education Building an Inclusive Education and Training System 2005”

1. In a group compile 3 lesson activities for the same lesson to provide in the needs of the following learners: 

Language barrier Parents not involved Disabled Socio-economic barriers

 2 Design three lesson activities, one for the gifted, the average and the slow learner

 3 Present your groups information to the rest of the students.Visual teaching aids  can be used