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Developing Inclusive Developing Inclusive Practices in SchoolsPractices in Schools
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"Children that learn together, "Children that learn together, learn to live together."learn to live together."
Philosophy of InclusionPhilosophy of Inclusion
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InclusiveInclusive education today -education today -
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Classification of CWD according Classification of CWD according to Learning Needsto Learning Needs
Category I :Category I : includes children who can includes children who can study in a general class with some special study in a general class with some special inputs.inputs.
45% of CWD belong to this category45% of CWD belong to this category Category II :Category II : children with mild and children with mild and
moderate disabilities who need counseling moderate disabilities who need counseling services from time to timeservices from time to time
30% CWD come in this category30% CWD come in this category
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Classification…Classification…
Category III :Category III : children with moderate/ children with moderate/ severe disabilities, need severe disabilities, need
resource assistance resource assistance including corrective aids and including corrective aids and
periodical help in academic periodical help in academic areas. areas.
15% CWD can be classified in this 15% CWD can be classified in this categorycategory
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Classification…Classification…
Category IV :Category IV : children with severe children with severe disabilities who require disabilities who require direct attention from direct attention from special teachers special teachers
10% of disabled children come under this 10% of disabled children come under this categorycategory
Category 1-3 can be managed by general Category 1-3 can be managed by general class teachers with input in special education.class teachers with input in special education.
Category 4 is to be dealt by special teachers in Category 4 is to be dealt by special teachers in a special classa special class
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Inclusion ReadinessInclusion Readiness(Schultz,1994)(Schultz,1994)
AttitudesAttitudes RelationshipsRelationships Support for studentsSupport for students Support for teachersSupport for teachers Administrative leadershipAdministrative leadership CurriculumCurriculum AssessmentAssessment Evaluation of self and programEvaluation of self and program Involvement of parentsInvolvement of parents Community involvementCommunity involvement
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MOST COMMON NEEDS OBSERVED MOST COMMON NEEDS OBSERVED IN A CLASSIN A CLASS
Language and Communication needsLanguage and Communication needs
Academic Needs - Reading, Writing, MathAcademic Needs - Reading, Writing, Math
Motivational NeedsMotivational Needs
Personal and Social NeedsPersonal and Social Needs
Physical and loco motor needsPhysical and loco motor needs
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Special Considerations while TeachingSpecial Considerations while TeachingChildren with Special NeedsChildren with Special Needs
ConcreteConcrete multisensory tasksmultisensory tasks Find out the child’s most effective mode of learning. - Find out the child’s most effective mode of learning. -
auditory, visual, tactile, etc.auditory, visual, tactile, etc. PacingPacing RepetitionRepetition Modeling and imitationModeling and imitation Task analysisTask analysis Step wise directionsStep wise directions Facilitate concept developmentFacilitate concept development
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Types of Instructional ProgramsTypes of Instructional Programs
Corrective instruction-in regular classroomCorrective instruction-in regular classroom
Remedial instruction- outside the classroomRemedial instruction- outside the classroom
Developmental Instruction-Diagnostic -Developmental Instruction-Diagnostic -
prescriptiveprescriptive
Accelerated instruction- for bright & well Accelerated instruction- for bright & well
motivated learners motivated learners
Adapted instruction- content and the pace Adapted instruction- content and the pace
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Corrective and Remedial ProgramCorrective and Remedial Program
Semi homogeneous grouping in the Semi homogeneous grouping in the regular classroomregular classroom
Provision of special instruction in small Provision of special instruction in small groupsgroups
Team teachingTeam teaching Making Classroom a laboratory Making Classroom a laboratory In service training for regular classroom In service training for regular classroom
teachersteachers
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Diagnostic- Prescriptive Diagnostic- Prescriptive TeachingTeaching
This is a way of achieving “appropriate” This is a way of achieving “appropriate” instruction.instruction.
It represents the following sequence of activitiesIt represents the following sequence of activities
ObserveObserve(assess)(assess)
ObserveObserve
MonitorMonitorplan
TeachTeach
ReviseRevise
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Individualized InstructionIndividualized Instruction
Individualized instruction does not Individualized instruction does not necessarily mean 1:1 teachingnecessarily mean 1:1 teaching
Individualized instruction is not always Individualized instruction is not always remedialremedial
Individualized instruction means teacher Individualized instruction means teacher accommodates the situation to the learner accommodates the situation to the learner and not the learner to the situation and not the learner to the situation
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Modifications in the general ClassroomModifications in the general Classroom
Homogeneous Grouping -Homogeneous Grouping - According to age, ability, According to age, ability,
industry, previous industry, previous experience, or experience, or other factors that other factors that affect learningaffect learning
Ability Grouping -Ability Grouping - Average, above average Average, above average
and below average and below average Performance Based -Performance Based -
HHow well a child performs on ow well a child performs on the given task the given task
Learners’ Characteristics- Learners’ Characteristics- Fast and slow learnersFast and slow learners
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Within Classroom ModificationsWithin Classroom Modifications
Groupings of students into smaller units for Groupings of students into smaller units for specific teachingsspecific teachings
Smaller student-teacher ratioSmaller student-teacher ratio
Take support from reserve or supplemental Take support from reserve or supplemental teachersteachers
Involve parents whenever necessaryInvolve parents whenever necessary
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Contd…Contd…
Emphasizing Cognitive /academic learningEmphasizing Cognitive /academic learning Compensatory education-use of Compensatory education-use of
alternative instruction, alternative alternative instruction, alternative techniques, and adaptive equipmenttechniques, and adaptive equipment
Co-teachingCo-teaching Individualized Education program (IEP)Individualized Education program (IEP) Modifications in Examination and Modifications in Examination and
Evaluation proceduresEvaluation procedures
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Structuring Learning Experiences
Planning instructionPlanning instruction
Structuring the environmentStructuring the environment
- Location for learning- Location for learning
- Selection of material- Selection of material
Placement / arrangement of materialsPlacement / arrangement of materials
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Adapting the EnvironmentAdapting the Environment
I.I. The ClassroomThe Classroom Physical ComponentsPhysical Components (Rogers and Warren (1985)(Rogers and Warren (1985)
Actual classroom spaceActual classroom space Arrangement of activity areas within the Arrangement of activity areas within the
space space The furniture and fixturesThe furniture and fixtures The play and work materialsThe play and work materials
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The activities of the program & their The activities of the program & their
sequence sequence
The number & types of childrenThe number & types of children(disabled and non-disabled)(disabled and non-disabled)
Grouping of staff & childrenGrouping of staff & children
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Adaptations and modifications in Adaptations and modifications in the physical environmentthe physical environment
Walkways and rampsWalkways and ramps Doors and doorwaysDoors and doorways Stairs and stepsStairs and steps FlooringFlooring PlaygroundPlayground ToiletsToilets
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Adaptations required in inclusive Adaptations required in inclusive education practiceeducation practice
Length of the taskLength of the task TimeTime Level of supportLevel of support InputInput Difficulty of the taskDifficulty of the task OutputOutput ParticipationParticipation Alternate curriculumAlternate curriculum
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Adaptations in Teacher Education Adaptations in Teacher Education
ObjectivesObjectives
ContentContent
Material-devices and equipmentMaterial-devices and equipment
Teaching- learning processTeaching- learning process
EvaluationEvaluation
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Inclusive Teacher Education Inclusive Teacher Education (ITE) (ITE)
Be based on transformative pedagogy.Be based on transformative pedagogy.
Be an intersection of perception, ideology, Be an intersection of perception, ideology, culture and knowledgeculture and knowledge
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ITEIdeology
Perception
Culture
Knowledge
Inclusive Teacher Education Inclusive Teacher Education (ITE) (ITE)
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The Inclusive teacher education The Inclusive teacher education program should aim atprogram should aim at
Addressing the individual needs of “All” children Addressing the individual needs of “All” children
in a classin a class
Facilitating teaching – learning processFacilitating teaching – learning process
Providing role model to the learnersProviding role model to the learners
Social reconstruction in a contextSocial reconstruction in a context
Attaching field relevanceAttaching field relevance
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Additional Competencies of Additional Competencies of Teachers in Inclusive ClassTeachers in Inclusive Class
Creating a community of learnersCreating a community of learners
Identifying and assessing individual needs of Identifying and assessing individual needs of
learnerslearners
Instructional planning for ‘All’, including students Instructional planning for ‘All’, including students
with disabilitieswith disabilities
Contd..Contd..
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Additional Competencies of Additional Competencies of Teachers in Inclusive ClassTeachers in Inclusive Class
Adaptation of curricular contentAdaptation of curricular content
Managing students’ behaviorsManaging students’ behaviors
Consultation/ collaborations with various Consultation/ collaborations with various
stake holdersstake holders
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An Inclusive TeacherAn Inclusive Teacher
Creates inclusive cultureCreates inclusive culture
Develops inclusive practice Develops inclusive practice
Develops attitudes and beliefs that foster Develops attitudes and beliefs that foster
inclusion inclusion
Engages in joint collaboration (between general Engages in joint collaboration (between general
and special educators) about students with and special educators) about students with
disabilitiesdisabilities
Contd..Contd..
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An Inclusive TeacherAn Inclusive Teacher
Understands, plans and provides an Understands, plans and provides an
instructional program and behavioral support instructional program and behavioral support
to students with disabilities in a regular to students with disabilities in a regular
classroomclassroom
Participates in meaningful school reform Participates in meaningful school reform
efforts within schools and in the communities efforts within schools and in the communities
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In an inclusive class a teacher In an inclusive class a teacher should:should:
Provide variety of learning experiences to the Provide variety of learning experiences to the
learnerslearners
Ensure active participation of ‘All’ learners in all Ensure active participation of ‘All’ learners in all
learning activitieslearning activities
Encourage students to compare, debate, share, Encourage students to compare, debate, share,
and learn from each otherand learn from each other
Contd..Contd..
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In an inclusive class a teacher In an inclusive class a teacher should:should:
Facilitate students’ learning through Facilitate students’ learning through
absorption, interaction, observation and absorption, interaction, observation and
reflectionreflection
Ensure success for each childEnsure success for each child
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Embedded SupportEmbedded Support Prior to instructionPrior to instruction
- Modified materials- Modified materials - Accommodations- Accommodations - Barrier free environment- Barrier free environment - Access to school- Access to school
In-Class supportIn-Class support Inclusive ClassInclusive Class External supportExternal support
Multi-disciplinary supportMulti-disciplinary supportPeers, Para-educators, Special educators, Peers, Para-educators, Special educators,
Administrators, Psychologists, Counselors, Administrators, Psychologists, Counselors, Resource Resource teachers & Volunteersteachers & Volunteers
To bring in equity in society an inclusive To bring in equity in society an inclusive education program requires:education program requires:
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Quality Indicators in ITEQuality Indicators in ITE
ComprehensivenessComprehensiveness
Range of diversityRange of diversity
FlexibilityFlexibility
Applicability Applicability
FeasibilityFeasibility
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As a teacher ensure Success for As a teacher ensure Success for every learner in the classevery learner in the class
Inclusion is a journey, a process Inclusion is a journey, a process and not a destinationand not a destination
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Thank Thank you !you !Any Any
Questions Questions ??