To change teacher’s attitude towards inclusion

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In our countries, inclusion of children with learning barrier’s has to be made by law; but teacher’s attitude towards it isn’t always positive.

Educator’s believes and attitudes regarding inclusion are closely linked with the acceptance of children with learning barriers, and teacher’s attitude can be critical to the quality of their inclusive instructional strategies.

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Some educators feel they have a lack of skills to teach in an inclusive setting.

They also feel they didn’t have the educational resources to implement an inclusion program, so they won’t be able to provide special education to learners with LB.

• If teacher don’t have the knowledge needed for teaching students with LB; and they are lacking training resources, they will not be able to develop the learning strategies needed

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Every child is entitled to Education, in a non restrictive environment.

• This means that children with or without LB are entitle to education; but until there is an agreement on the definition of inclusion and of LB; inclusion is going to be very specialized and dependent upon the practices of each individual school.

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Everything that keeps learning from happening smoothly.

• Learning Barriers can be:– Attitudinal– (societal) Organizational– Practice– Physical impairments– Specific learning disabilities, social difficulties– Mental Health difficulties

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We can understand inclusion as re-organizing, accommodating and meeting the learning needs of all students.

This ranges form the exceptionally bright and gifted, to those for whom learning is challenging and more complex

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. Eliminate attitudinal barriers for an inclusion program.

Accept the diversity of children and appreciate them in their diversity.

Show teachers that the implementation of an inclusion program is not difficult.

Provide a learning experience for teachers to improve their knowledge in teaching a wide diversity of children.

Eliminate the barriers in order to achieve learning inclusion: promoting quality and equity of education for all.

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Can you describe why they are difficult Should they be given extra help for bad

behaviour (disruptive behaviour) Can you share your solution with others

What attitudes do these statements reflect ?

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In today’s classrooms, there is diversity from A to Z;– and teachers need support and encouragement in acquiring the skills to serve all this diversity;– so they’ll have a positive attitude towards inclusion

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Lectures for motivation for working in the inclusion . “All children are competent” . “Teaching to all learners”

i) Provide multiple means of representation. Present content in different ways to give 

students a variety of options for acquiring information and knowledge.

ii) Provide multiple means of expression. Ensure students have a

 variety of ways of demonstrating what they know.iii) Provide multiple means of engagement. Create a stimul

ating learning environment by 

offering various ways for student to engage, based on preferences and interests.

iv) Different channels of learning: visual, auditory, and kinesthetic.

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 Environmental support. Alter the physical, social or  temporal environment to promote participation,  engagement and learning. Material adaptation. Modify materials to promote indepe

ndence.  Activity simplification. Simplify and complicated tasks b

y breaking  into smaller parts or reducing  the number of steps. Child preference. Capitalize on the

childs favourite activities  Adult support. Apply direct adult intervention to support c

hild efforts Peer support. Use classmates as models to help children’s learn.  Invisible support. Arrange naturally occurring events to as

sist inclusion.

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Staff meetings Where the teachers can freely talk, under th

e premise of confidentiality, of their cases and 

get support from the rest of the staff.

Can staff feel safe when they tell others they are having a problem with a learner ?

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Is inclusion a reality that can be achieved ?

Is having groups by ability better than inclusion ?

ANY further Questions ?

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