•

•
• Inclusion is a process of changing the education
system; changing schools and classroom
practice in order to better meet the diverse
needs of all learners.
• In the past, many teachers thought that
students with diverse needs, learning
difficulties or disabilities had to be taught in
special schools by teachers with special
education qualifications.
• There was little understanding that the learning
problems of many students could be caused by
the way teachers taught, the education system
itself or problems the students faced at home or
in their communities.
• The idea that we could diagnose and ‘fix’ the
problems of students was based on a medical
model of disability.
• In contrast, inclusive education is based on a
social model of disability, which acknowledges
the effects of environmental barriers on a
student’s learning and development.
• These environmental factors include schools,
classrooms and the education system itself.
• acknowledges that all students can learn;
• seeks to address the learning needs of all students, regardless
of their abilities, disabilities, gender, socioeconomic status, psychosocial
or health needs, with a specific focus on those who are vulnerable to
marginalisation and exclusion;
• is a process – a search to find better ways of responding to
diversity;
• is about learning how to appreciate differences and learn
from diversity;
• is concerned with the identification and removal
of barriers to learning and participation;
• need not be restricted by large class sizes or a
shortage of material resources;
• is part of a wider strategy to promote an
inclusive society.
Hasan was teaching Maths to a Grade 8 class in
Alma School in Syria. Hasan loved teaching and
Sami, the School Principal, was very pleased
with the progress of all the students in Hasan’s
class. He asked Hasan if he could share his
expertise with his school colleagues. Hasan
welcomed the idea and invited two teachers of
other subjects to observe one of his lessons.
On the day of the observation,
Hasan introduced the other
teachers to his class and asked
the students to welcome them. He
also told the students how proud
he felt about the way they were
all working.
One of the students, a boy with slight visual impairment, answered a simple
question hesitantly and the rest of the class clapped for him. The observing
teachers realized that the students were helping each other, rather than
competing. Next, Hasan told the class that in this lesson they would be working
in groups to produce a series of
statements about the differences between polygons and non-polygons. He
explained that this would help them to understand and describe what polygons
are. Hasan gave each group a large sheet of paper, a selection of diagrams of
some polygons and nonpolygons (see below). He then asked one member of each
group to write their list of characteristics for each group of pictures.
As the lesson progressed, Hasan moved between the
groups, facilitating the group work and supporting the
students as they worked. All the students seemed totally
engaged and listened to each other’s ideas. One boy who
had a stammer was able to participate fully in the
discussions as the students waited for him as he spoke
slowly and carefully. The two visiting teachers were very
impressed with how hard the students worked and how
happy they seemed to be. Hasan discussed with the
teachers how he tried to support the learning of all
students.
After the lesson, the School Principal arranged a staff
meeting for Hasan to share his experience of an inclusive
classroom. This was the start of a whole-school
commitment to plan and implement a more inclusive
approach.
 Things you and your
colleagues could do to
strengthen inclusive
teaching
 Take a whole-school
approach
Ensure the whole school
works together and
makes inclusion
everyone’s responsibility.
 Change attitudes
Develop positive
attitudes towards all
students and use
more inclusive
language.
Improve the school and
classroom environment
Make the school
environment more
welcoming and accessible
for all students
Identify barriers to
learning and participation
Use the Inclusive Education
Toolkit to develop your
ability to identify each
students’ individual learning
needs
Improve your
classroom practice
Enrich, extend and/or
adapt the curriculum to
meet diverse learning
needs.
Seek out and welcome
support
Utilise all available support –
teachers supporting students,
students supporting students,
teachers supporting teachers
Many changes can be made
even with limited resources,
for example where possible
making sure a student with a
physical disability is placed
in a class that does not
involve using stairs, and by
encouraging students and
staff to help each other
more.
Inclusive education is
about making sure that
schools are places where
all students feel welcome
and happy, and where all
students are taught and
cared for according to
their needs.
And remember,
changing attitudes
does not
cost
anything!
• A key to inclusion is to start thinking differently
about the way you interact with your
colleagues, your learners and their
parents/carers.
• Talking positively and avoiding labelling a
student is easy if you always refer to the
student as a person first, rather than against a
limited criteria related to passing tests.
• For example, ‘Saif lacks
confidence in Maths’ is far more
acceptable than saying he is
‘bad’ at Maths.
• Never judge the student; judge
the action. If a student
misbehaves, for example, the
student is not ‘naughty’, it is the
behaviour that was inappropriate
and the student needs help to
modify their behaviour.
 Understanding about barriers to
learning
• Some barriers to learning and
development come from
impairments or disabilities, but
many more result from deprivation
in both the home and school
environments.
 For example…
deprivation could take the form of
neglect, where students are not
looked after well or where
parents/carers are not interested in
their education, or it could involve
actual physical abuse.
• Low self-esteem and lack of
motivation are also common
barriers to learning.
• The nature of the environment
in which your students are
living may cause barriers to
learning.
 Poverty, conflict and violence can
cause depression, fear and anxiety,
which themselves result in difficulties
in learning.
While you cannot cure disabilities and
impairments or influence the student’s
home environment, the school
environment can be changed so that it
actively reduces the negative effects
of these barriers for the students.
1. What is your general impression
about the video?
2. Does the video proved that
“Poverty, conflict and violence can
cause depression, fear and
anxiety?”
3. Given these set of children, as a
teacher in the future what step/s
can you take to change the live of
your students, which will
Let’s continue
 ANNOUNCEMENTS:
QUIZ 1 – FINAL TERM
Date: November 27, 2024
Type: Identification
Modified true or false
No. of items: 60 items
Coverage: Unit 2-L2 and L3
Unit 3 Lesson 1
Review the handouts and posted PPTs