Why Embrace an Inclusive Classroom - Essay Example

Case Study Name Institution Background information The process of inclusion in learning has been debated for decades now. The different categories of teachers that are assigned responsibilities in normal learning institutions have differentiated ideology associated with how to deal with learners who are victims of disorders that are mental, social or physical. Arguably, the approach through which the educators choose to handle such instances is what matters and affects the derived results. Amicable results have been established in scenarios where the educators engage in combined association to deal and address issues of inclusion in education (Forlin, 2006). It is understandable that most educators who are trained to deal with issues associated with the children who are free from any form of disorders find it complex to address issues affecting students with disorders such as autism, and downward syndrome amongst others. Most importantly, they do not have the skill and capacity to deal with such learning defaults. There are several wanting issues that have to be addressed for there to be an explicit process of learning and educating with regards to these characters. Arguably, this case study is an instrumental tool that will easily facilitate the enhancement of better skills with regards to the process of inclusion (Sharma, Forlin, Loreman &Earle, 2006). From a professional point of understanding, the term inclusion in education is very imperative especially with regards to the contemporary objective of this learning session guide on classroom inclusion. Remember, education is a standard thing that all humans must possess regardless of the factor that the rates of learning and understanding differ from one person to the other. Progressive analysis of how to run the inclusive classroom is not a one day task (Forlin, 2006). Instead, it is a task that determines the success of such a program in the short-run and long-run. It is, and it has been a debated issue for quite a long time that most institutions fail to embrace classroom inclusion because it acts as a stumble for the completion of the normal learning syllabus. Why embrace an inclusive classroom? It is the ethical responsibility of the educators to allow the disadvantaged learners have a learning time with the kids who are either average or excellent depending on the rate of academic and social performance. It is stipulated that the school is one element amongst the four core elements of enhancing proper growth a child. That applies in the context of grammar (communication) development and social interaction rates of the children. The subject analysis is based on student’s case, as well as, other related cases. The findings that inclusion in my class is performing in an outstanding manner implies that it can act as a good example for all the specially trained and the normal educators to follow(Forlin, 2006). That is in the case of future adjustments in the learning programs for the individual learners. The presentation will depend on some elements that will make it easier for the ordinary educators to adjust the classrooms into inclusive classrooms. An analysis of the Key learning needs From a scholarly and practical point of understanding, there are several classes of learning needs associated with learners who are subjects to disorders. The most primary need is that disorders are the causes of lowered esteem in the learning environment especially if appropriate measures are not taken. The learning needs of the student, in this case, are varied from the autism spectrum disorder and Down syndrome(Sharma, Forlin, Loreman & Earle, 2006). These conditions of the student affect, in great bits, the learning capacity. Compared to other students or learners, the victims of these disabilities are likely to suffer increased or extreme disorder situations. From a professional analysis of such incidences, there is a likelihood for the disorders to magnify in cases where they are subjected to distressing situations. The major areas with regards to the learning needs are associated with Down syndrome and the autism spectrum disorders. The analysis of these disorders, as well as, the diagnosis featuring of the disorders is a boost for the educator’s understanding of what measures remain imperative ensuring a successful class inclusion(Forlin, 2006). The initial needs are associated with Down syndrome. Down syndrome in itself is a conceptual factor that results in poor performance in class and amongst peers. Learning depends on the ability to communicate, socialize (interact) and write. These are forms of expression that remain essential. However, the Down syndrome condition is likely to act as an impediment to each of these imperative attributes of learning. The learning needs of the students are, therefore, affiliated with these core elements that are affected by the disorders. From an analytical point of understanding, the learning problems associated with Down syndrome are associated with the senses function ability. Problems associated with senses attributed to Down syndrome There are two most hectic problems that educators ought not to take granted. These are the hearing and vision disorders. The student is part of the 50 percent rate of the victims of Down syndrome that suffers reduced vision and hearing capability(Sharma, Forlin, Loreman & Earle, 2006). The prevalence of the disorder is established in the context where the communication is not yet well developed. That means that the student has to engage in communication in a more complex manner as compared to the rest of the students. For instance, the student is used to communicating non-verbally by the use of verbal and facial expressions. The designated learning problem is assumed to be fatal because most teachers have to not taken a keen interest in determining the best approach to deal with such students in an inclusive setup of the classroom. The fact that the student suffers these complexities means that the staff has to use pictorial teaching aids to support the learning activities. It is imperative to stipulate that the learning problems associated with hearing and speaking are most likely associated with the Down syndrome. It is a syndrome that prohibits appropriate and normal learning. Instead, it facilitates the slow growth of the sensory organs(Sharma, Forlin, Loreman & Earle, 2006). Therefore, the student is subjected to a slow learning process whereas the rest in the learning levels can adopt and incorporate the information at the fastest rate possible. Hearing makes it impossible for the student to learn at the same speed as the ordinary learners. Alternatively, the learner suffers the effect of lost or deprived social and cognitive capabilities. The hearing loss has negative impacts on the ability to speak. Speaking is an imperative element in the act of learning. Collect speaking is further determined as ability to express oneself. Failure to hear leads to poor speaking skills(Foreman, Arthur-Kelly, Pascoe & King, 2004). The student has little grammar content and concepts on how one should express himself or herself. The consequences of reduced speaking and hearing include poor understanding of content leading to reduced excellence in academics. It is also imperative to insinuate that that age is affected by neural sensor loss. The student with Down syndrome is at the growth stage of the hearing and listening stages. Learning needs associated with autism spectrum disorder The student is also a victim of autism spectrum disorder. The form of the disorder is associated with reduced social interaction and interests. The student possesses reduced social interaction compared to the average students in the same class. The social interaction is a prerequisite for language development. The student also suffers difficulty in proficient communication, verbal or non-verbal. Ultimately, the behaviours and interests of the student are questionable. For instance, there are instances where the student intends to express his emotions. Unfortunately, the most prevalent method of expressing herself is that of screaming, kicking or even hitting objects. It becomes hard for the educator to understand the dimension of the feeling or expression that the student intends to bring forth. Accordingly, the student is mainly unable to respond appropriately to learning experiences. With regards to communication, the child has the capacity and potential to speak frequently. However, the inadequacy in the vocabulary and speaking skills is the reason behind the complexity of learning. From an analytical analysis and response from the parents to the student, the major setback to the child commenced after birth. However, the parent expresses intensive care and understanding of the child’s situation. The immense concern of the parent has fostered the continued concern for inclusive learning. However, it is imperative to use the student’s conditions and the similar cases that exist in other classes for the students. Brief analysis of the aggregate impacts of the disability on teaching There are several impacts associated with the disability of the student with regards to the teaching process. First, the student is a slow learner. That means that the process of learning becomes slow. The same case applies to the issue of the requirement for special equipment necessary to teach the student. For instance, there is the need for better facilities such as computers and picture communication symbols(Sharma, Forlin, Loreman & Earle, 2006). Therefore, the student requires a separate form of the program. Further, the student also requires that the teacher comes up with special skills in understanding the manner in which he expresses himself. It is paramount to ascertain that these disabilities make it hard for the ordinary teachers to treat the student with amicable care. Class portfolio The rest of the students have their speculated needs associated with learning. For instance, the class comprises some gifted and talented individuals. Also, there are students who are disabled including Ben. The other composition of the class is the students with an EAL/ D background. These are diverse character traits have been a challenge to me as an educator. However, there are several categorical approaches that have formulated to help me in teaching the all-inclusive class with an objective of ensuring that each party received enough academic support(Forlin, 2006). These elements are well described in the learning needs a section of this learning session guide. The learning needs and approach towards catering for these needs for all students Learning needs Each category of learners has specific needs that are sometimes differentiated. For instance, the talented and gifted have different needs as compared to the EAL/ D students amongst others.First, the gifted and talented students have their learning needs. These talents need to be nurtured at this stage for them to gain valuable relevance in the future growth of the kids. For instance, there are some students who are capable and have the talent of playing and making music. I have engaged the school into an all-inclusive process to ensure that the students get particular sessions and tools that will facilitate their practice into perfection. For instance, there are toy instruments that play the role of induction especially with regards to practising their talents. Alternatively, the sports affiliated learners tend have the benefit of engaging in organised physical exercise programs. That ensures that the students get the chance to identify their skills(Foreman, Arthur-Kelly, Pascoe & King, 2004). These arrangements apply for to all the students as far as they need to nurture their talents and gifts. It is imperative to denote that the process of engaging the students in co-curricular activities is very complex if necessary equipment and attention are not given to the educator’s and learner’s needs. The learners with special disabilities have differentiated needs. For instance, there are learners who are victims of disorders. These students have the problems associated with their cognitive abilities, physical and social growth amongst others. The learners find it hard to identify their potential. That makes it hard for them to excel academically. I engage in an inclusive process of making sure that an individualised assessment is carried out to ensure that I fathom each student’s case. Then, I can try to make individualised learning plans that will help the needy students to learn appropriately before they can catch up with the ordinarily class setting. Adjustments made to facilitate inclusive learning Initially, there is the ordinary curriculum that is drafted for the ordinary students. However, it is vivid that the inclusive learning will require a substantial adjustment of some elementary attributes of the curriculum. Accordingly, there are a series of changes that I have made to accommodate a desirable copy of the curriculum. The following is a justified outline of the adjustments made in the curriculum. Incorporation of a substitute session for reading classes for the disabled The adjustment is an alternative pedagogical program that intends to help the disabled students with further abilities to read, write and express themselves. Concurrently, some students will be engaging in story reading programs to ensure that the level of creativity is increased. At least, there should be common activities transpiring. Physical exercise programs initiative All the students require physical exercises. However, I have been making necessary arrangements so that the students engage in differentiated forms of exercises. It is paramount to denote that the process of having an all-inclusive process of practice encourages the disabled students to perform like their friends. To some instances, the average students engage in supportive exercises to ensure that all the students enjoy the community. Inculcation of Individualised attention programs The individualised programs are a thing to carry out due to the level of fatigue that I endure. However, it remains essential to note that individual assessment can be out in a secondary form. For instance, the first assignment I gave to the parents was to help me identify the special needs and abilities associated with the students. The practice was very fruitful since most results rhymed with my educated assumption. Currently, it is possible to tell the learners who are progressing. I engage in an analytical process of graphically presenting the progress of individual students at the end of every academic period. Recommended strategies for promoting an inclusive learning environment Creating introduction sessions The first and most important strategy for ensuring that all the students know each other, and the teacher is an introduction(Foreman, Arthur-Kelly, Pascoe & King, 2004). The introduction will help the teachers to know the kind of students they are dealing. Besides, the teachers have to provide opportunities for the students to engage in an online platform with them for further interaction. Establishment of essential and appropriate modes of address The first question after a one-on-one interaction with the students is getting to know the forms of address that the students [prefer. That means that the teachers will have to use an all-inclusive language(Forlin, 2006). It is feasible that the students originating from more formal educational cultures have different addresses as compared to the western originators. Treating diversity affirmatively and appreciating the challenges and adjustment stress The process of embracing diversity involves accepting to establish concise expectations in the classroom. It is the educators’ responsibility to ensure that the students’ diversity is not generalised (Foreman, Arthur-Kelly, Pascoe & King, 2004). Instead, the teacher has to ensure that they utilise the diverse experiences as a resource towards planning opportunities for all the students with regards to their cultures and differences. That means that there has to be an individualised learning plan for all the students. Agencies and resource available to support the initiative of the teachers First, the teachers have plenty of resources and available agencies that they can refer to when they need any form of support to ensure that they entertain inclusive learning programs in their institution. Note that In Australia the plight of the disabled is highly regarded. Two major agencies include the National Disability Insurance Scheme and the Disability Advocacy Network Australia. These agencies are very effective when it comes to supporting and strengthening the independent disability advocacy agencies. Thus, the teachers are assured that the support agencies will help them acquire better technical equipment that are imperative in running an inclusive learning environment. Arguably, the best support agency is the DANA. Disability Advocacy Network Australia assures and follows up the success of the support services rendered by the particular institutions. For instance, support could be financial or equipment related to ensuring that the teachers do not struggle in their endeavours trying to identify the best equipment to use in educating the special students they have in their classrooms. Technologies necessary to run an inclusive learning environment The establishment of technologies into the learning environment provides the educators with an opportunity to rethink new teaching and learning activities. Concise evidence proposes that ICT supports inclusive practice in learning via some ways(Foreman, Arthur-Kelly, Pascoe & King, 2004). These ways include the motivation of learners, as well as, deepening their engagement in the learning process. The first category of technologies is the video and drama affiliated software, as well as, the multimedia presentations. These technologies are strong in conveying visual elements. The second category is the mobile technologies. These technologies support the learning of the students who have difficulty in making daily trips to school. They can minimise their physical appearance in school through learning from an online platform or resource created by the teachers. That means that computers are also imperative in the process of engaging and establishing a learning environment for the inclusive programs. For instance, the disabled are given a chance to interact and enjoy some online benefits that nature their growth. These are technologies that I have been adopting, though in small scale(Foreman, Arthur-Kelly, Pascoe & King, 2004). However, they have been of great assistance in facilitating the success of the program. The named categories are essential for the teachers. Therefore, they ought to be present without disregarding others. That implies that the sound, voice and online communication technologies are all essential for the teachers who intend to succeed in making their classrooms become harbours of inclusive learning. Thus, the mobile, sound and online technologies are essential. Accordingly, the teachers ought to embrace all into the process of developing the learning environment. The individual learning plan for the student (Ben) INDIVIDUAL LEARNING PLAN School: Student name: BenSRKS Number: Date of Birth: Academicyear level: Commencement date of ILP: Review date:(within 6 months) ILP team: DECO: Transition facilitator: the level of technology and adjustments in the curriculum Additional information- Ben suffers two forms of disorders including autism spectrum disorder and Down syndrome. Focus area and present skill/level of achievement Learning goals The three first priorities include: Grammar improvement Social interaction Emotional control Adjustments for learning Use of technology and communication devices for better learning Consideration of access and groupings Assessment and reporting on gradual basis Achievement of short term goal Long term goal Ability to read aloud Easy engagement in activities that are core to learning Ability to socialise with all characters Short term goals Control of emotional expressions Ability to read or recognise the pictures used to teach him Facilitating easier integration with the rest of the students like he does with the adults Transition factor The transition depends on the extent in which the student embraces the skills as he graduates from one level or class to the other. Different attention will be accredited to the student. Benefits of the ILP The individual learning plan is a very imperative tool of engaging in inclusive teaching or educating. Initially, the class from which Ben originates does not differentiate the extents and potential of the students. However, the individualised attention for each student makes it possible for the teacher to discern the best and the lowest performer. It is after the identification of the learning capabilities that the individual learning plan gains relevance. First, it acts as a source or guiding tool, as far as, assessing the learner’s progress is concerned. The plan incorporates the short-term and long-term objectives. The achievement of these objectives becomes the magnitude upon which the learning process is successful(Foreman, Arthur-Kelly, Pascoe & King, 2004). Accordingly, it is used to rule out some of the weaknesses that the educator manages to frog out of the student. The teacher has the mandate of employing any ethical means to establish the success of the plan. The most common strategies that can be used to achieve the goals include ensuring that the learner undergoes a series of tests. These tests are imperative in determining the level to which he is developing. For instance, it is assumed that the in the long-run, the student ought to have managed to speak with some fluent grammar. The only key to success in such a scenario is that the student has to undergo a series of assessments and corrections to ensure that the long-term objectives are achieved. The second strategy that should be used involves engaging the student in a common examination with the rest of the students. The measure intends to establish the magnitude in which the student will have managed to move closer to the other students with regards to academic performance. Remember, the student is being subjected to normal testing and not special tests. Thus, it is a challenge for the student. The results recorded are used to stage the next approach in dealing with the learning problems associated with the disabled students. The individual learning plan is used as the measuring instrument with regards to what the student can achieve and what the student cannot achieve. In some cases, the student may require specialised care. The scores established at this level using the ILP may foster the evolution of a further decision to take the student to a specialised school for further attention. References Forlin, C. (2006). Inclusive education in Australia ten years after Salamanca.European Journal of Psychology of Education, 21(3), 265-277. Sharma, U., Forlin, C., Loreman, T., & Earle, C. (2006). Pre-service teachers' attitudes, concerns and sentiments about inclusive education: An international comparison of the novice pre-service teacher. International Journal of Special Education, (21), 80-93. Foreman, P., Arthur-Kelly, M., Pascoe, S., & King, B. S. (2004). Evaluating the educational experiences of students with profound and multiple disabilities in inclusive and segregated classroom settings: An Australian perspective.Research and Practice for Persons with Severe Disabilities, 29(3), 183-193. Read More