Skill of increasing student participation in inclusive settings

Skill of Increasing Student Participation in Inclusive Settings

Dr. Bharti TandonAssistant Professor

Concept of inclusion Concept of inclusive education Concept of teaching skills Skill of increasing student participation

Sub-themes

Individuals from diverse backgrounds and abilities are included in all threads of life-social, educational, employment and community living.

All children and adult are recognized as “one” even though they are not the “same”

Diversity and differences are celebrated

Inclusion is when:

According to Michael F. Giangerco, “Inclusive Education is a set of values, principles and practices that seeks more effective and meaningful education for all students, regardless of whether they have exceptionality label or not.”

Inclusive Education

Schools that practice full inclusion will teach all children, regardless of learning disorders, in a standard classroom from the time the student enrolls.

If full inclusion does not meet the student's needs,

special education teachers may visit the classroom periodically to provide supplemental instructions. If the student continues to experience difficulty, the school may switch to a partial inclusion model.

Types

Journey

Becoming an inclusive school

The journey to becoming an Inclusive School may be long and challenging at times, but ultimately this journey can strengthen a school community and benefit All children

Inclusion does not mean the placement of children with special needs in general curriculum.

The schools and colleges need to change their traditional way of functioning, their curriculum, and their structure to accommodate the different needs of the individuals.

So…

Close your eyes and try writing a couple of sentences using the opposite hand that you normally do in writing. How do you feel?

The purpose behind the activity is to experience the challenges faced by students with special needs

Activity

A teaching skill is that behavior of the teacher which facilitates pupils’ learning directly or indirectly

 A teaching skill includes all arts and behavior of the teacher which maximizes pupils’ learning

Teaching skill

According to Allen and Ryan: Stimulus Variation Set induction Closure Teacher silence and non-verbal cues Reinforcing pupil participation Fluency in questioning Probing questioning Use of higher questions

Skills of Teaching

Divergent questions Recognizing and attending behavior Illustrating and use of examples Lecturing Planned repetition Completeness of communication

Cont..

Writing instructional objectives Introducing a lesson Fluency in questioning Probing questioning Explaining Illustrating with examples Stimulus variation Silence and non-verbal cues

According to B.K. Passi

Reinforcement Increasing pupil participation Using black board Achieving Closure Recognizing attending behavior

Cont..

Writing instructional objectives Organizing the content Creating set for introducing the lesson Introducing a lesson Structuring classroom questions Question delivery and its distribution Response management Explaining Illustrating with examples Using teaching aids Stimulus variation

According to NCERT (1982):

Pacing of the lesson Promoting pupil participation Use of blackboard Achieving closure of the lesson Giving assignments Evaluating the pupil’s progress Diagnosing pupil learning difficulties and taking remedial measures Management of the class

Cont..

Also known as ACTIVE LEARNING

Active learning is a process whereby students are engaged in activities, discussion, or problem solving that promote different aspects of teaching learning process.

Skill of Increasing Student Participation

Question & Answer (Q&A) Discussions/debates Activities Projects Games In-class assignments Presentations Puzzles Real life situations/ anecdotes

Ways to engage students:

Peer teaching Collaborative learning Rapid fire rounds Energizers Interaction after video clips Hypothetical situations related to topic Mind Warm-Ups Student Reflections Enactments

Consider an inclusive classroom where you have students with and without special needs. Now go through the following scenarios and think about the options for engaging all students in meaningful learning.

Activity

Scenario: if the content is repetitive

Options: #1:  Question and answer#2: Allow group discussion #3: Conduct educational games#4: Share real life experiences related to the topic#5: Add yours here

Scenario: If the content is too hard

Options: #1: Allow anonymous questions#2: Give hypothetical situations #3: Try a jigsaw approach #4 : Teach each other #5 : Add yours here

Scenario: if the syllabus is too long and little time in hand

Options: #1: Keep activities “bite-sized.” #2: Conduct lecture bingo #3: Allow collaborative learning #4: Give projects #5: Add yours here

Scenario: if the content emphasizes the teacher, not the learners

Options: #1: Interaction after video clips #2: Use groups discussion #3: Give them a voice and a choice#4: Provide mind warm-ups/energizers #5: Add yours here

How do you feel about increasing student participation in inclusive settings now?

At the end think-