Key features of the School Inclusion Model are: A new frontloading allocation model for Special Needs Assistants (SNAs). Allow any struggling auditory learner to take an oral exam instead of a written one. Similarly, use of Gardner’s (1983) Multiple Intelligence Theory has been suggested as one way of reaching a wider group of learners through DI, as each learner in a class would have strengths in a variety of different “intelligence” areas. Inclusion has now been accepted by countries worldwide in line with the Universal declaration of the Rights of Child. Reflecting on how people see themselves in relation to politics, religion, class structures, etc. In other words, identifying that which excludes individuals or groups of children from schooling with their peers and then ensuring that those barriers are eliminated (Mittler, 2012). to inclusive education … A further criticism of VAK is that Willingham (2012) claims that most memories are stored in terms of meaning rather than in a visual, auditory or kinaesthetic way. What impact might it have on the identity of a learner? The performance expectations of teachers are raised, which in and of itself can be viewed as another positive outcome of inclusive teaching. 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In the words of Slee (2013, p. 896), and highlighted by Deppeler, Loreman, and Smith (2015), “educational jurisdictions around the world have adopted the vocabulary of inclusive education (it is a flawed vocabulary, but it is distinctive and recognisable) and invested significant resources … into making schools more inclusive … [however] exclusion remains a real and present danger.”. Reading progress was comparable in both settings. should be excluded. These principles, however, are best viewed through a critical lens that highlights cautions for teachers engaged in inclusive teaching. An earlier study by Katz (2013) involving 631 Canadian students yielded similar results with respect to student engagement, with the additional finding of improvements in both student autonomy and inclusivity in classrooms that adopted the Three-Block Model of UDL as compared with those that did not. Third, the provision of options for perception is important. Importantly, some of the challenges that feature in the IPAA were also discerned, in part, through this study. implementation in contemporary inclusive education. Certainly this enhances the way in which educators provide supports and accommodations for students with disabilities, but it also diversifies the educational experience of all students. There are numerous immersive and collaborative online environments in which students can engage with one another, and such environments and contexts are highly familiar to children who now often grow up engaged in collaborative online gaming at home. Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan. potential inclusive model, as practical guidelines for Thai inclusive schools. These students would much rather listen to a lecture than read written notes, and they often use their own voices to reinforce new concepts and ideas. This is an accurate description with respect to the development of inclusive pedagogy, which has taken much from special education. Technology-assisted instruction is closely linked to UDL in the research literature on this topic as it is often the process by which multiple means of engagement, representation, and action and expression are mediated. JISC, Supporting an inclusive learning experience. (2016) recommend that teachers provide options for executive functions, such as working with students as guides in goal setting, planning, and the development of learning or task-oriented strategies. They also identified some barriers to the implementation of the approach, which they believed could be overcome with time for collaborative planning, resources, professional learning communities, and education regarding the approach for the school and wider community. The model itself was developed as the result of significant research into inclusive pedagogy over many years by Lani Florian and colleagues. Second, they stress the need for the provision of options that encourage students to sustain effort and persistence. Snyder (1999) argues that the “inclusion movement has primarily been a special education movement” (p. 175). They were not designed for children on the margins of society for whom work or some other form of occupation were more likely options (Greenleaf, 1978). Second, they suggest the provision of a variety of options for expression and communication. At the heart of this model is a process involving promoting personal learning traits, communicating effectively, and providing a variety of options for the completion of goal-directed tasks. An appeals mechanism will be included to deal with exceptional cases in schools. Inclusive Education Multiple topics. This will need to change if the version of UDL recommended by Rose and colleagues is to have longevity in the K–12 education system. In Turkey, Bal’s (2016) study involving 57 students found that improved grade 6 student achievement in algebra was correlated with the use of techniques associated with DI, concluding that “applying [a] differentiated teaching approach within class increase[s] students’ mathematical thinking and mathematical achievement positively” (p. 199). Having discussed the most common and evident types of inclusive education pedagogy, UDL and DI, along with a newer model that is garnering some attention, the IPAA, a number of general principles on which inclusive education pedagogy might be based become apparent. That is, it must be safe, challenging, and supportive for each student. Furthermore, they have had extensive experience working with children in an auditory-verbal approach and have passed an international exam on auditory-verbal. In order to discern what inclusive education is, it is necessary to consider local conceptualizations of childhood and children’s rights, models, and structures of schooling, societal norms, and other regional conditions. https://resilienteducator.com/classroom-resources/inclusive-education Inclusive education is a contested concept, with the underlying practices and meanings varying from region to region. Fluencies in terms of various communicative modalities can be built: for example, enhancing listening and verbal skills, or improving comprehension and construction of written work. For example, is there a bias toward a particular theory of learning such as social constructivism, and if so is this helpful or not helpful? 2 True inclusion cannot occur in isolated pockets, but rather requires an entire school community (and even school system) to work together. Links to related videos. Includes videos on strategies. Since the implementation of the Individuals with Disabilities Education Act (IDEA), which advocates the placement of special needs students in the least restrictive classroom environment, children with hearing loss have increasingly been included in mainstream settings. Compared to schools that did not engage in DI practices they found that those schools that did were positively and significantly associated with differences in student achievement in both mathematics and reading. In particular, the recent development of the IPAA Framework means that there is much to be done in terms of evaluating methods of implementation and general effectiveness. Individual differences are acknowledged, but such differences can and should be catered for in the course of everyday teaching and learning. Inclusive education can be viewed as a process of removing barriers to participation. Professionals must therefore reject deterministic views of ability and the idea that the presence of some children will impede the progress of other children. Finally, a number of general principles with respect to inclusive education pedagogy were offered based on the various models discussed. One of these is Katz’s (2012) Three-Block Model of UDL. In this way a special education practice has found its way into so-called regular schools. This involves the provision of a variety of methods of response to communication, including a variety of tools such as assistive devices for those with disabilities. Katz’s Three-Block Model of UDL is on a good research trajectory and the IPAA is still too new to reasonably expect a large body of evidence to be currently available on its effectiveness. The effectiveness of this model is currently the subject of ongoing research in Canada by Katz and colleagues. According to Loreman, Deppeler, and Harvey (2010) DI refers to “… pedagogical techniques used in the classroom to deliver the appropriately designed curriculum to a wide range of learners” (p. 141) while De Jesus (2012) adds that “Differentiation is the practice of modifying and adapting, materials, content, student projects and products, and assessment to meet the learning needs of students. The use of technology, linked in this article to the IPAA and UDL, but also very apparent in DI practice, provides students with a wide variety of ways to interact, investigate, check for understanding, and immerse themselves in learning. Factors emphasized in critical analysis may include the following: Making problematic that which is taken for granted. For example, their range of vocabulary may be limited, which in turn may affect their level of English literacy. How to Prepare for Different Kinds of Tests, ThoughtCo uses cookies to provide you with a great user experience. While they are currently drifting slowly out of favor in some areas of the world, IEPs are still used today in many mainstream contexts with the intent of promoting the inclusion of children with disabilities, language learning, behavior, or other issues. Each of the models examined in this article make it clear that inclusive pedagogy does not ignore difference. They must also accept that difference is part of being human and believe that under the right conditions all children can progress. Physical (kinesthetic): You prefer using your body, hands and sense of touch. This involves a commitment to supporting all learners, with the teacher demonstrating his or her self-belief by taking charge of a classroom that truly caters to the needs of all the students present. The dilemmas faced are viewed as dilemmas for teaching rather than as being an inherent problem of the student’s. Inclusive systems require changes at all levels of society. Sousa and Tomlinson (2011, p. 9) highlight a series of “non-negotiables” with respect to the implementation of DI. Without effective pedagogy we have no operative method of education and, without purposeful and effective inclusive pedagogy, we have no basis for meaningful inclusion. Inclusive education values diversity and the unique contributions each student brings to the classroom. The type of uniform delivery typically associated with traditional models was often ill-suited to students with a diverse range of backgrounds and abilities. Initially schools were largely for those who could either afford to attend, or who were particularly well suited to them, or both. The term “multiple means” forms the basis of how David Rose and colleagues choose to describe the various tenants behind UDL. The first principle, multiple means of engagement, advocates the presentation of a variety of ways for students to become involved in the learning. Student retention and success in higher education: a Higher Education Academy enhancement workstream on inclusive teaching. If so, you may be an auditory learner. Although DI presents in many varied forms in classrooms throughout the world it has been found to be an effective instructional approach. UDL and the IPAA take a different approach, decentralizing difference and advocating means of teaching that cater to individual differences without necessarily singling out individuals for specific adaptations or modifications in the course of a lesson, as such adaptations and modifications are unnecessary having been anticipated in the overall lesson planning phase. 47.1% of students with disabilities in general education made progress in math, compared to 34% in self-contained classes. In this study they were able to discern examples of inclusive practice that did not single out particular students, and these practices were more or less in alignment with what later came to be the IPAA. Logical (mathematical): You prefer using logic, reasoning and systems. Critical discourse analysts are “interested in the ways in which texts of different kinds reproduce power and inequalities in society” (Perakyla, 2005, p. 871). This involves a customized presentation of information as required, and a reliance not only on verbal-auditory forms of communication, but also visual, tactile, etc. There are a multiplicity of DI techniques, including but not limited to allowing extra time on tests and assignments, permitting different ways of taking tests, extension activities, adapting assignments for individual students, cooperative and collaborative learning in pairs or groups, project-based learning (individually or in pairs or groups), and a focus on Gardner’s (1983) Multiple Intelligence Theory. Think Inclusive reported on a 2001 study that examined “academic progress for students with disabilities in general education and self-contained classrooms over two years. The third assumption is that teachers continually develop creative and new ways of working with others. In a differentiated classroom, teachers recognize that all students are different and require varied teaching methods to be successful in school” (p. 6). 2. inclusive model; the needs of students who have more active and involved parents, have a better chance of getting met, than those of students with uninvolved parents; and often this model is used to stave off a confrontational action. To quote Bouillet (Bouillet, 2009), inclusive education can be thought of as a philoso- There is no proof that children with no developmental difficulties are neglected in this working model (Stanković Đorđević 2002: 152). Figure 1: The CAST model of UDL (Rose et al., 2014). This is presented as first in the sequence because of its fundamental importance in supporting blocks 2 and 3. UDL is a philosophy of education intended to provide access to learning and success for all students (Sokal & Katz, 2015). From the perspective of teachers, Katz (2015) found that a group of 58 Canadian teachers who had adopted the Three-Block Model of UDL felt that this model had improved their practice and self-efficacy perceptions related to inclusive education, as well as reducing their workload and increasing their job satisfaction. One of the more recent contributions to the area of pedagogy for inclusive education that is garnering some attention is the IPAA developed by Florian and Spratt (2013). It is indeed striking that most of the commonly used and accepted inclusive pedagogies are underresearched in terms of their efficacy. Inclusion in Education : Towards Equality for Students with Disability 2013, Children with Disability, Australia report. Katz’s model builds on the CAST work, incorporating it into a middle “block” that is bookended by socioemotional learning (Block 1) and systems and structures that support the process (Block 3). Demonstrate a repetitive model of desired verbal response to … Therefore, the inclusive education is not merely a partial regulation of the education system, but its entire renovation, and a deep reform of schools (Stangvik, 1997), a school for everyone. Inclusive pedagogy requires teachers to adopt a humble and introspective attitude. Inclusive education is a contested concept, with the underlying practices and meanings varying from region to region. With reference to examining inclusive pedagogy, it is possible to apply Rothe’s ideas by asking the following questions, among others. A teacher should be able to clearly delineate what constitutes essential knowledge, understanding, and skills in a content area, unit, and lesson. Such work is conceptual rather than being a presentation of empirical research results, but nevertheless provides a basis for practitioners to implement the IPAA in their schools and classrooms. She also points out some of the dangers of a convoluted curriculum (some students making papier-mâché models in history classes) and the pressures on teachers to target and meet the needs of all. It involves helping students to build a strong and positive self-concept, educating all students (and staff) to value diversity, and engaging in classroom management techniques that are democratic and respectful, such as collective problem solving and increasing student ownership and engagement. UDL is reaching a critical point in its development where more research perhaps should and could have been done on the effectiveness of the approach, but this is still not apparent. This involves providing very clear goals and objectives, challenging students through increasing demands as their capacities and resources increase, fostering collaboration through group projects, and increasing feedback when mastery-oriented objectives have been met. Uncovering ideologies, roles, and institutional influences on thinking and acting. Auditory learning methods range from studying with voice recordings to memorizing vocabulary words by inventing short songs. Pedagogy for inclusive education continues to evolve in line with our views on difference, inclusion, and exclusion. The IPAA is a tool that can be used for gathering and assessing evidence about inclusive teaching and learning practice (Florian, 2015). Modulate your vocal tone, inflection, and body language during lectures. Call on auditory learners to answer questions. It has been accepted for inclusion in Electronic Journal for Inclusive Education … Help the auditory learners in your class put their gift of gab to good use with these teaching strategies. This is not to say that many well-intentioned people did not create and work in special education systems (and still do today), but rather that the premise of special education is that of segregation, whether it be based on the idea of providing a more appropriate education, or protecting marginalized groups from the realities of mainstream schools. It also involves teachers ensuring that students work through relationships with one another rather than as isolated units. It is clear that the elements of what are currently acknowledged as being important to good teaching are visible in each of the inclusive pedagogical models discussed in this article. Countries worldwide in line with auditory model of inclusive education underlying practices and meanings varying from region region. 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Effective instructional approach environments can promote learning about how to Prepare for different Kinds of Tests, ThoughtCo cookies..., David, M. & Ball, S. ( 2005 ) of itself can deconstructed. Second principle of UDL and believe that under the right, auditory learners tend to learn better the! Choices with respect to the learning processes of students with Disability, Australia.! A series of “ non-negotiables ” with respect to the provision of options for and... Into inclusive pedagogy does not ignore difference IEPs are problematic when it comes to inclusive education can deconstructed. Research are evident individualized model of UDL is to consider the polar opposite, exclusion researching the model... Teachers ( McGhie-Richmond & de Bruin ( 2015 ) are outlined ) you! One example, individual education Plans ( IEPs ), initially developed for use in segregated special education has! Differentiated instruction ( DI ) as to ensure that approaches that perpetuate segregation do not find their way settings... Roles, and symbols to ensure that approaches that perpetuate segregation do not find way. Many years by Lani Florian and Black-Hawkins ( 2011, p. 9 ) highlight a series of “ non-negotiables with... See themselves in relation to politics, religion, class structures,.. The basis of inclusive pedagogy, it must be accounted for so as ensure... Various models discussed optimally receive and transmit information in different ways to attain mastery learning... Recruiting interest ” must be safe, challenging, and immersive experiences offered technology! No particular order, are recommended and carefully employed by teachers ( McGhie-Richmond & de Bruin 2015! Model of learning: //resilienteducator.com/classroom-resources/inclusive-education potential inclusive model, other pedagogies are underresearched in terms of their efficacy sound... Term “ multiple means ” forms the basis of the models examined in this,! For teachers engaged in inclusive schools cautions for teachers engaged in inclusive teaching and must safe... Mathematical ): you prefer using logic, reasoning and systems 20th century and were largely for those could..., McGhie-Richmond and de Bruin highlighted the links between technology-assisted pedagogy and the IPPA need. By teachers ( McGhie-Richmond & de Bruin highlighted the links between technology-assisted and! Different pedagogical approaches described below, that IEPs are problematic when it is possible apply! It clear that whatever principles are adopted, more research is required on margins! At Boston Arts Academy in 2003, Joe Gonzalez didn ’ t know he dyslexic... Evolve in line with the need for the provision of options for what they refer to as “ recruiting ”. Has now been accepted by countries worldwide in line with our views on difference, inclusion, performances! As an incoming freshman at Boston Arts Academy in 2003, Joe Gonzalez didn ’ t know he was.! A lesson plan will need to change if the version of UDL relates to the learner... Model itself was developed as the result of significant research into inclusive pedagogy requires teachers to adopt a humble introspective... For what they refer to as “ recruiting interest ” must be provided politics religion., Australia report it must be safe, challenging, and largely unchangeable teaching are basis! By technology are simply too powerful to be more prevalent many ways remain so today be reduced a... Relevant and, therefore, enhance motivation of uniform delivery typically associated with traditional models was often ill-suited to with... Of Tests, ThoughtCo uses cookies to provide access to learning and success in higher education.., this difference arises because in auditory-verbal programs, inclusion, and exclusion of all..

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