This may or may not be happening during regular class time. Once schools are inclusive, serious thought is given to how often a child may be out of regular classroom and the reasons that this may be happening It does not mean that children with certain characteristics for example, those who have disabilities are grouped together in separate classrooms for all or part of the school day.
Key Features of Inclusive Education. The Benefits of Inclusive Education. Over the years, the benefits of providing an inclusive education to all children have been shown.
Inclusive education when practiced well is very important because:. Inclusive Education and its Benefits Inclusive education is about looking at the ways our schools, classrooms, programs and lessons are designed so that all children can participate and learn. Beliefs and Principles All children can learn All children attend age appropriate regular classrooms in their local schools All children receive appropriate educational programs All children receive a curriculum relevant to their needs All children participate in co-curricular and extracurricular activities All children benefit from cooperation, collaboration among home, among school, among community From Best Practices for Inclusion , New Brunswick Department of Education, Does Inclusive Education Mean That All Children Should Never Leave Their Regular Classrooms?
Key Features of Inclusive Education Generally, inclusive education will be successful if these important features and practices are followed: Accepting unconditionally all children into regular classes and the life of the school.
Providing as much support to children, teachers and classrooms as necessary to ensure that all children can participate in their schools and classes. The non-academic area includes areas like the cafeteria, school bus, and playground. Extracurricular areas involve how the student is provided supports and allowed to participate in school sponsored sports or clubs.
If students are to be included as part of the whole, they should all be served in each component of the education system. Many middle schools have had good success with inclusive settings.
Students in that age group can be apprehensive if they feel they are treated differently. For example, students in middle school are often leery of going to a resource or pullout classroom and being treated differently. However, all schools regardless of grade levels can benefit from inclusive settings. Schools should include their students in the yearbook by grade level and not by academic class.
In a school I previously worked in, a resource class was not only grouped in a separate area of the school, they were also pictured in a different area of the yearbook. Students at a young age pick up on those differences. School level best practices that include all students are best for the school as a whole.
Privacy Sitemap K Teachers Alliance. These strategies are helpful for all students. Kids may be given opportunities to move around or use fidgets. And teachers often put positive behavioral interventions and supports PBIS in place. Another key teaching strategy is to break students into small groups. When teachers use small groups, they can tailor their teaching to the way each student learns best.
This is known as differentiated instruction. Teachers meet the needs of all students by presenting lessons in different ways and using the Universal Design for Learning UDL framework. For example, they may use multisensory instruction. In math, that may mean using visual aids and manipulatives like cubes or colored chips to help kids learn new concepts. See more examples of multisensory math techniques. Some classrooms may have an interactive whiteboard.
On it, kids can use their fingers to write, erase, and move images around on the large screen. Inclusive classrooms are filled with diverse learners, each of whom has strengths and challenges. Inclusion gives kids a way to talk about how everyone learns in their own way. They may find that they have more in common with other kids than they thought.
This can go a long way in helping kids know that difference is just a normal part of life. Regarding flexible groupings: for younger students, these are often teacher-led but for older students, they can be student-led with teacher monitoring.
Peer-supported learning can be very effective and engaging and take the form of pair-work, cooperative grouping, peer tutoring, and student-led demonstrations. All students need the opportunity to have learning experiences in line with the same learning goals. This will necessitate thinking about what supports individual SWDs need, but overall strategies are making sure all students hear instructions, that they do indeed start activities, that all students participate in large group instruction, and that students transition in and out of the classroom at the same time.
For this latter point, not only will it keep students on track with the lessons, their non-SWD peers do not see them leaving or entering in the middle of lessons, which can really highlight their differences.
They include multiple ways of representing content to students and for students to represent learning back, such as modeling, images, objectives and manipulatives, graphic organizers, oral and written responses, and technology.
These can also be adapted as modifications for SWDs where they have large print, use headphones, are allowed to have a peer write their dictated response, draw a picture instead, use calculators, or just have extra time. Think too about the power of project-based and inquiry learning where students individually or collectively investigate an experience. Over the years she has had several special education students in her class but they either got pulled out for time with specialists or just joined for activities like art, music, P.
She has always found this method a bit disjointed and has wanted to be much more involved in educating these students and finding ways they can take part more fully in her classroom. During the month before school starts, Mrs. Brown meets with the special education teacher, Mr. Lopez — and other teachers and staff who work with her students — to coordinate the instructional plan that is based on the IEPs Individual Educational Plan of the three students with disabilities who will be in her class the upcoming year.
About two weeks before school starts, she invites each of the three children and their families to come into the classroom for individual tours and get-to-know-you sessions with both herself and the special education teacher. She makes sure to provide information about back-to-school night and extends a personal invitation to them to attend so they can meet the other families and children.
She feels very good about how this is coming together and how excited and happy the children and their families are feeling.
The school district and the principal have sent out communications to all the parents about the move to inclusion education at Mrs. Now she wants to make sure she really communicates effectively with the parents, especially as some of the parents of both SWD and regular ed students have expressed hesitation that having their child in an inclusive classroom would work.
Please describe any benefits or negative consequences you have observed in your child. What factors led to these changes?
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