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Developing Inclusive Developing Inclusive Practices in SchoolsPractices in Schools


"Children that learn together, "Children that learn together, learn to live together."learn to live together."

Philosophy of InclusionPhilosophy of Inclusion


InclusiveInclusive education today -education today -


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Adaptations in Teacher Education Adaptations in Teacher Education

ObjectivesObjectives

ContentContent

Material-devices and equipmentMaterial-devices and equipment

Teaching- learning processTeaching- learning process

EvaluationEvaluation


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


ITEIdeology

Perception

Culture

Knowledge

Inclusive Teacher Education Inclusive Teacher Education (ITE) (ITE)


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


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..


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


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..


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


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..


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


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:


Quality Indicators in ITEQuality Indicators in ITE

ComprehensivenessComprehensiveness

Range of diversityRange of diversity

FlexibilityFlexibility

Applicability Applicability

FeasibilityFeasibility


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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Www.schoolofeducators.com Developing Inclusive Practices in Schools