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Inclusive Education

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60 views5 pages

Inclusive Education

teaching notes

Uploaded by

gm515790
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Principles of Inclusive Education

Inclusive education makes children living with disabilities to have a positive


self-esteem.

Introduction

For learners and teachers, classrooms and communities, research shows that
inclusive education works. Small changes can lead to larger transformations, and
these can ripple across the classroom and school system.

However, different understandings of inclusion mean that some educators can


struggle to implement initiatives. The most key principles of what defines an
inclusive education include:

Principle 1: Diversity in The Classroom Enriches and Strengthens Education


Every learner is unique and every group of students is different. Diversity in
schools is a given. Learners have different experiences, cultures, beliefs and
values.

This diversity is something all teachers come across. It can present challenges for
teachers, students and their parents. It also creates opportunities for growth and
better connection in personal, social and academic achievement.

Inclusive educators are those who draw on the knowledge and experiences of their
students. They question their own beliefs about student learning. They are flexible
and ready for a challenge. And most of all, they embrace diversity in their
classroom

Principle 2: A Strength-Based and Personalised Curriculum

Strength-based approaches are a key principle of inclusive education. They


recognise each student has inherent strengths and talents.

These strengths, as well as a student’s specific needs, should be placed at the


centre of curriculum planning and implementation. This optimises opportunities
for both teachers and student learning.

A strength-based and personalised curriculum improves:

a) student engagement
b) motivation
c) academic outcomes for all students.

This approach celebrates diversity and difference, and facilitates opportunities for
personalised learning.

Principle 3: Student Engagement, Urgency and Voice

Seeking the perspectives of students ensures they make a meaningful contribution


to their schooling and educational experience. The ability to have a voice
influences both student participation and agency.
Student roles are often consultative, rather than active, even when matters directly
affect them. The key to listening well is to have a belief in students’ capabilities,
and to develop relationships of trust and respect. It’s not one-sided: students need
to trust their teacher too.

When students are given a platform to share their voice, schools gain insider
knowledge and better understand the student experience. It sends a clear message
that student engagement is important.

But how do you make this authentic?

 Facilitate multiple different ways for young people to be heard, regardless of


their ability.
 Consider tools such as drawing, writing, talking, paintings, photographs, and
videos to express agency.
 Ask learners, as critical stakeholders, to identify indicators of what an
inclusive school looks like and measure the school against them.

Principle 4: Engaging with All Critical Stakeholders

An inclusive education is one where all students of all capabilities have the
opportunity to grow and learn.

This means providing each student and parent with access to accurate information
on their learning through ongoing formative and summative assessment of each
student’s progress.

Schools can also model positive behaviour and feedback, while still offering areas
of improvement. For example, low reading confidence can be turned around with
sharing positive stories of school success where students have improved or
progressed.

Principle five: inclusive teachers need commitment, knowledge and practical skills

Over time, this approach creates a positive community perception of the school and
raises awareness about a positive school culture.
Principle Five: Inclusive Teachers Need Commitment, Knowledge And
Practical Skills

Good teaching is good teaching for all not just for some. Teaching in inclusive
classrooms requires teachers to have the 3Hs: the heart (commitment), the head
(critical knowledge) and hands (practical strategies).

Teachers must be fully committed to include all learners. They need to understand
inclusive practices benefit all students, regardless if they have additional needs.

Inclusive education also benefits teachers. Strategies are used that make
classrooms more engaging, and it can lead to improved professional satisfaction.

Inclusion requires teachers to acquire critical knowledge and skills to teach


students who differ in their abilities and their learning styles.

It does not require teachers to become superhuman but it does require them to
know about some of the most powerful evidence-based teaching strategies that
engage learners across the board:

a) assessment for learning


b) peer tutoring
c) co-operative learning.

A teacher with the heart, head and hands of an inclusive teacher will be effective
for all learners, not just for those who need additional support.

A teacher with all 3Hs need to be adequately supported by the school leadership
team to use and sustain inclusive practices.
Task
Instructions: do research and get appropriate responses to the three questions
stated below. Send your responses to the email as stated below.
Email: Shisiagodfrey@yahoo.com

Three central questions to ask are:

1. How can schools and teachers create welcoming and focused environments
that include, motivate and challenge all learners?
2. Do teachers have high expectations of learning, effort and engagement for
all their learners?
3. What has the government of Kenya done to promote inclusive education?

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