INCLUSIVE
EDUCATION
" LET EQUITY AVOID DISCRIMINATION" ( LEAD) - LEARNING, TEACHING, TRAINING ACTIVITY 1
ERASMUS+ PROGRAMME
KA 201 - STRATEGIC PARTNERSHIPS FOR SCHOOL EDUCATION
PROJECT NUMBER: 2019 - 1 - LV 01 - KA 201 - 060363
Austrian Association for Inclusive Society (AIS)
INCLUSIVE EDUCATION
Inclusive education is about the development and design of schools, classrooms, programs and activities so that all students learn and participate together.
It is a process, which aims to increase learners’ participation in and reduce exclusion from the curricula, cultures, and communities of neighborhood schools by restructuring cultures, policies and practices in educational institutions to better respond to the diversity of learners.
Guarantees the right of everyone to attend, participate, and reach achievements in education, especially of those vulnerable to exclusion.
TOWARDS INCLUSION
All the children are considered learners, each of them with their own personal features, strengths, and weaknesses.
Avoiding labelling and unintentional stigmatization in education is important in inclusive education.
The role of parents, carers, staff, and other community members is
significant in the learning experience.
Inclusion is a continuous process, which combats all kinds of discrimination and exclusion
IMPORTANT VALUES
3. Continuing professional development, teaching is a learning activity and teachers must accept responsibility for their own lifelong learning.
INCLUSIVE EDUCATION METHODS
Methods of teaching and learning that are designed to actively engage, include, and challenge all students.
Co-teaching Sufficient support
Variety of instructional formats Peer-learning
Behavior management plan Individual Assessment Evaluation for Teachers
CO-TEACHING
A two teacher system, the method includes a general teacher and a special education teacher: Both teachers plan, teach and take responsibility of the class together.
ADVANTAGES
Each teacher has an active role. Students view both teachers as equals.
Both teachers are actively involved in classroom organization and management. “Two heads are better than one.”
VARIETY OF INSTRUCTIONAL FORMATS
Multiple means of representation. While some students are visual learners, others may grasp information better when it is presented through text or when it is spoken orally or taught through tactile learning.
This different formats may support the needs of students with disabilities, at the same time they also offer diversity of instruction to the entire classroom, giving each and every student an opportunity to learn in the way they do best.
SUPPORT
Children may need extra support because of their learning difficulties or disabilities, socio-emotional problems, or difficulties in concentrating and focusing on school activities.
PEER-SUPPORTED LEARNING
"Peer learning is an educational practice in which students interact with other students to attain educational goals."
Peer-supported learning can be very effective and engaging and take the form of pair-work, cooperative grouping, peer tutoring, and student-led demonstrations. Students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers. They develop skills in organizing and planning learning activities, working collaboratively with others, giving and receiving feedback and evaluating their own learning.
Video: https://www.youtube.com/watch?v=EFVHWQ5mpmg
BEHAVIOR MANAGEMENT PLAN
Disruptive classroom behavior can affect not just the teacher, but the other students in the educational environment. Developing a behavior management plan can help teachers prepare for the inevitable moment a student or students exhibit disruptive behaviors (understanding that some behaviors are of much less consequence than others).
The behavior plan should be shared with parents and students, so that everyone is aware of the expectations and consequences should those expectations not be met.
The most effective plans typically involve a great deal of positive reinforcement
and a clear understanding of the expectations.
INDIVIDUAL ASSESSMENT
Assessment is focused on capacity and ability of a child. Children are assessed according to individual achievements.
e.g. Formative Assessment: is often viewed as more of a natural part of the teaching and learning process. It can include strategies such as observations, having students read out loud, and asking students questions in class, as well as the use of
different types of tools, like digital games.
Open-ended problems and assignments that have many “correct” answers; questions that require consensus of group or contributions of everyone in a group to address.
SELF-EVALUATION OF TEACHERS
Continually assessing student outcomes. Use formal (e.g., student performance, student feedback) and informal (e.g., in-class engagement, participation) evidence to guide your teaching.
Are the strategies that you are using promoting broad student achievement of the skills and concepts you hope they will take away from your course? Are your methods engaging students from a wide range of backgrounds? When student outcomes fall short of your expectations or wishes, look for new interventions to address those challenges.
THANKS FOR
YOUR ATTENTION
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for an use which may be made of the information contained therein.