1. www.schoolofeducators.com Developing Inclusive Practices in Schools

2. www.schoolofeducators.com "Children that learn together, learn to live together." Philosophy of Inclusion

3. www.schoolofeducators.com Inclusive education today -

4. www.schoolofeducators.com Classification of CWD according to Learning Needs  Category I : includes children who can study in a general class with some special inputs.  45% of CWD belong to this category  Category II : children with mild and moderate disabilities who need counseling services from time to time  30% CWD come in this category

5. www.schoolofeducators.com Classification…  Category III : children with moderate/ severe disabilities, need resource assistance including corrective aids and periodical help in academic areas. severe disabilities, need resource assistance including corrective aids and periodical help in academic areas.  15% CWD can be classified in this category

6. www.schoolofeducators.com Classification…  Category IV : children with severe disabilities who require direct attention from special teachers  10% of disabled children come under this category Category 1-3 can be managed by general class teachers with input in special education. Category 1-3 can be managed by general class teachers with input in special education. Category 4 is to be dealt by special teachers in a special class Category 4 is to be dealt by special teachers in a special class

7. www.schoolofeducators.com Inclusion Readiness (Schultz,1994)  Attitudes  Relationships  Support for students  Support for teachers  Administrative leadership  Curriculum  Assessment  Evaluation of self and program  Involvement of parents  Community involvement

8. www.schoolofeducators.com MOST COMMON NEEDS OBSERVED IN A CLASS  Language and Communication needs  Academic Needs - Reading, Writing, Math  Motivational Needs  Personal and Social Needs  Physical and loco motor needs

9. www.schoolofeducators.com Special Considerations while Teaching Children with Special Needs  Concrete multisensory tasks  Find out the child’s most effective mode of learning. - auditory, visual, tactile, etc.  Pacing  Repetition  Modeling and imitation  Task analysis  Step wise directions  Facilitate concept development

10. www.schoolofeducators.com Types of Instructional Programs  Corrective instruction-in regular classroom  Remedial instruction- outside the classroom  Developmental Instruction-Diagnostic - prescriptive  Accelerated instruction- for bright & well motivated learners  Adapted instruction- content and the pace

11. www.schoolofeducators.com Corrective and Remedial Program  Semi homogeneous grouping in the regular classroom  Provision of special instruction in small groups  Team teaching  Making Classroom a laboratory  In service training for regular classroom teachers

12. www.schoolofeducators.com Diagnostic- Prescriptive Teaching  This is a way of achieving “appropriate” instruction.  It represents the following sequence of activities Observe(assess) plan TeachObserve Monitor Revise

13. www.schoolofeducators.com Individualized Instruction  Individualized instruction does not necessarily mean 1:1 teaching  Individualized instruction is not always remedial  Individualized instruction means teacher accommodates the situation to the learner and not the learner to the situation

14. www.schoolofeducators.com Modifications in the general Classroom  Homogeneous Grouping - According to age, ability, industry, previous experience, or other factors that affect learning According to age, ability, industry, previous experience, or other factors that affect learning  Ability Grouping - Average, above average and below average Average, above average and below average  Performance Based - H ow well a child performs on the given task H ow well a child performs on the given task  Learners’ Characteristics- Fast and slow learners Fast and slow learners

15. www.schoolofeducators.com Within Classroom Modifications  Groupings of students into smaller units for specific teachings  Smaller student-teacher ratio  Take support from reserve or supplemental teachers  Involve parents whenever necessary

16. www.schoolofeducators.com Contd…  Emphasizing Cognitive /academic learning  Compensatory education-use of alternative instruction, alternative techniques, and adaptive equipment  Co-teaching  Individualized Education program (IEP)  Modifications in Examination and Evaluation procedures

17. www.schoolofeducators.com Structuring Learning Experiences  Planning instruction  Structuring the environment - Location for learning - Location for learning - Selection of material - Selection of material  Placement / arrangement of materials

18. www.schoolofeducators.com Adapting the Environment I. The Classroom Physical Components (Rogers and Warren (1985) Physical Components (Rogers and Warren (1985)  Actual classroom space  Arrangement of activity areas within the space  The furniture and fixtures  The play and work materials

19. www.schoolofeducators.com  The activities of the program & their sequence sequence  The number & types of children (disabled and non-disabled)  Grouping of staff & children

20. www.schoolofeducators.com Adaptations and modifications in the physical environment  Walkways and ramps  Doors and doorways  Stairs and steps  Flooring  Playground  Toilets

21. www.schoolofeducators.com Adaptations required in inclusive education practice  Length of the task  Time  Level of support  Input  Difficulty of the task  Output  Participation  Alternate curriculum

22. www.schoolofeducators.com Adaptations in Teacher Education  Objectives  Content  Material-devices and equipment  Teaching- learning process  Evaluation

23. www.schoolofeducators.com Inclusive Teacher Education (ITE)  Be based on transformative pedagogy.  Be an intersection of perception, ideology, culture and knowledge

24. www.schoolofeducators.com ITE Ideology Perception Culture Knowledge Inclusive Teacher Education (ITE)

25. www.schoolofeducators.com The Inclusive teacher education program should aim at  Addressing the individual needs of “All” children in a class  Facilitating teaching – learning process  Providing role model to the learners  Social reconstruction in a context  Attaching field relevance

26. www.schoolofeducators.com Additional Competencies of Teachers in Inclusive Class  Creating a community of learners  Identifying and assessing individual needs of learners  Instructional planning for ‘All’, including students with disabilities Contd.. Contd..

27. www.schoolofeducators.com Additional Competencies of Teachers in Inclusive Class  Adaptation of curricular content  Managing students’ behaviors  Consultation/ collaborations with various stake holders

28. www.schoolofeducators.com An Inclusive Teacher  Creates inclusive culture  Develops inclusive practice  Develops attitudes and beliefs that foster inclusion  Engages in joint collaboration (between general and special educators) about students with disabilities Contd.. Contd..

29. www.schoolofeducators.com An Inclusive Teacher  Understands, plans and provides an instructional program and behavioral support to students with disabilities in a regular classroom  Participates in meaningful school reform efforts within schools and in the communities

30. www.schoolofeducators.com In an inclusive class a teacher should:  Provide variety of learning experiences to the learners  Ensure active participation of ‘All’ learners in all learning activities  Encourage students to compare, debate, share, and learn from each other Contd..

31. www.schoolofeducators.com In an inclusive class a teacher should:  Facilitate students’ learning through absorption, interaction, observation and reflection  Ensure success for each child

32. www.schoolofeducators.com Embedded Support Embedded Support Prior to instruction Prior to instruction - Modified materials - Modified materials - Accommodations - Accommodations - Barrier free environment - Barrier free environment - Access to school - Access to school In-Class support Inclusive Class External support Multi-disciplinary support Peers, Para-educators, Special educators, Administrators, Psychologists, Counselors, Resource teachers & Volunteers To bring in equity in society an inclusive education program requires:

33. www.schoolofeducators.com Quality Indicators in ITE  Comprehensiveness  Range of diversity  Flexibility  Applicability  Feasibility

34. www.schoolofeducators.com As a teacher ensure Success for every learner in the class As a teacher ensure Success for every learner in the class Inclusion is a journey, a process and not a destination

35. www.schoolofeducators.com Thank you ! Any Questions ?