CONCEPT OF INCLUSIVE EDUCATION Inclusive education is the process of strengthening the capacity of education system to reach out to all learners as a strategy to achieve education for all. Inclusive education is on the global agenda to attract the involvement and collaboration of all stakeholders. The purpose of this article is to explore inclusive pedagogical approaches that may be useful and that have been shown to be adaptable regardless of context. 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. Third, the provision of options for perception is important. 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. Block 2, Inclusive pedagogy, draws heavily on the CAST model and advocates for the use of multiple means of engagement, representation, and action and expression. While without question the effectiveness of the IPAA requires further investigation, what can be said is that it has been constructed based on evidence from research, including the study discussed above. 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. Third, options for physical action, or perhaps more accurately reaction, are recommended. Figure 2: Katz’s (2012) 3-block model of UDL. This might mean supplying further background knowledge to students, or helping them to recall prior learning. The most familiar of these approaches include Universal Design for Learning (UDL) and Differentiated Instruction (DI). Each model relies on formative assessment to build a program suited to individuals in the groups in which they learn, and each model advocates for constructivist and social constructivist models of instruction that involve peer collaboration, goal-directed learning, communication, and teacher guidance. Unlike the behaviorist approaches previously favored by special educators, practices that spell out precise processes and schedules for teaching (such as is the case with the use of task analysis, for example), the majority of inclusive pedagogical approaches are based on principles and strategies that the teacher must then adopt and adapt to the situation. The opportunities for naturally differentiated, collaborative, and immersive experiences offered by technology are simply too powerful to be ignored. But progress comes slowly. You could not be signed in, please check and try again. As an example, a teacher may employ the “herringbone” technique where who, how, why, what, and where questions are plotted on a visual diagram. In a study of more than 600 educators, Villa and Without effective pedagogy we have no operative method of education and, without purposeful and effective inclusive pedagogy, we have no basis for meaningful inclusion. Printed from Oxford Research Encyclopedias, Education. In what ways is the pedagogical approach influenced by the traditional classroom format of teaching and learning? Does the approach adequately respect culture, religion, and other areas of diversity and allow children to express their particular orientation? 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. It involves the decoding of information that is presented. While Jennifer Katz is making good progress in researching the 3-Block model, other pedagogies are in need of greater support in research. According to Katz (2012), “Creating inclusive learning communities requires changes to educational policy, budgeting, staffing, training, and interactions with communities—indeed, a major reworking of the whole system” (p. 24). Allow any struggling auditory learner to take an oral exam instead of a written one. Technology and instruction. By using ThoughtCo, you accept our, The 9 Best Podcasts for Learning French in 2021, Activities and Ideas for Students with an Auditory Learning Style, The Best Study Techniques for Your Learning Style, Adapt Your Studying Techniques to Your Learning Style, Understanding Visual, Auditory, and Kinesthetic Learning Styles, Varying Assignments to Enhance Student Learning Styles, Visual Learning Style: Traits and Study Strategies, The Kinesthetic Learning Style: Traits and Study Strategies, The Auditory Learning Style - A Resource List, The 8 Best Podcasts for Learning Spanish in 2021, Make the Most of Your Tactile Learning Style, Study Strategies for Every Learning Style, How to Make a Small Space Productive for Studying, How to Use Sticky Notes to Remember What You Read, Why Taking Notes in Class Is So Important, How to Avoid Distraction and Stay Focused, How to Study for Objective Test Questions, M.Ed., Education Administration, University of Georgia, B.A., History, Armstrong State University, Knack for understanding changes in tone of voice, Skilled at oral reports and class presentations, Able to work through complex problems by talking out loud. The IPAA is a tool that can be used for gathering and assessing evidence about inclusive teaching and learning practice (Florian, 2015). Inclusive Education Short video. teachers' perception of adapting inclusive education policies and procedures in the Bahamas and its implication for adult education. 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. Any suggested pedagogical approach can be deconstructed through a research method known as critical discourse analysis. Florian and Spratt’s (2013) IPAA framework is based on three broad assumptions, with each assumption being linked to associated concepts and actions. There are, however, some noteworthy larger-scale studies that speak to the efficacy of DI. The dilemmas faced are viewed as dilemmas for teaching rather than as being an inherent problem of the student’s. All pedagogical innovations can be realized within the inclusive model. As is the case with UDL, the IPAA seeks to provide rich learning experiences that are accessible to all learners. It started with an overview of inclusive education before briefly addressing the historical antecedents that have led to the most common forms of pedagogical practice for inclusive education in use today. • Acknowledgement of the fact that inclusion in the education system is an aspect of inclusion in society. The term learning style itself is open to criticism. These approaches were developed in the late 20th century and were largely derived from models of special education. Lead class discussions and reward class participation. Next, McGhie-Richmond and de Bruin highlighted the value of technology in mediating and supporting self-directed learning. Aural (auditory-musical): You prefer using sound and music. Includes videos on strategies. Do you prefer lectures over long reading assignments? The CAST version of UDL is in a less defensible position, having been conceptualized for longer and yet still suffering from a dearth of studies that demonstrate the impact of the approach. Sousa and Tomlinson (2011, p. 9) highlight a series of “non-negotiables” with respect to the implementation of DI. Students who have been deafened in early childhood can be very different to students who have lost hearing later in life in terms of educational disadvantage. A study in Cyprus by Valiandes (2015) involving a sample of 24 teachers and 479 grade 4 students yielded similar conclusions, with the use of DI in mixed-ability classrooms producing positive effects on student achievement. The type of uniform delivery typically associated with traditional models was often ill-suited to students with a diverse range of backgrounds and abilities. Factors emphasized in critical analysis may include the following: Making problematic that which is taken for granted. In order to be inclusive and to avoid segregation, all school contexts can become more responsive to children with a diverse range of abilities, cultures, genders, religions, and other situations and issues that present in the classroom. Katz (2012) explicitly mentions the usefulness of employing backward design principles (Wiggins & McTighe, 2006) when employing her Three-Block Model, and such principles have long formed the basis of good classroom planning and instructional delivery. Based on approaches that appear to have been effective, a set of principles for the development and implementation of inclusive education pedagogy, as identified in the academic literature, can be discerned. Following an exhortation to apply a critical lens to any reading of pedagogical approaches for inclusive education, this article went on to describe some of the most salient models of inclusive education pedagogy, including Universal Design for Learning, Differentiated Instruction, and the Inclusive Pedagogical Approach in Action framework. The use of Bloom’s Taxonomy in creating questions for inquiry is recommended in order to “… allow students to take their learning to their best level” (Katz, 2012, p. 72). If used judiciously they may be helpful in some circumstances; however, all too often they serve to place children on a different path of study from that which their peers are able to engage in, ultimately perpetuating the sort of segregated approach they were once thought to be able to help resolve (Andreasson, Asp-Onsjö, & Isaksson, 2013). The performance expectations of teachers are raised, which in and of itself can be viewed as another positive outcome of inclusive teaching. Furthermore, they have had extensive experience working with children in an auditory-verbal approach and have passed an international exam on auditory-verbal. The reader is encouraged to apply a critical lens to a reading of the various inclusive pedagogical approaches described below. 2. These principles, however, are best viewed through a critical lens that highlights cautions for teachers engaged in inclusive teaching. This principle revolves around communication and the need for both teachers and learners to consider how to best communicate to groups with a variety of different communicative styles and receptive capacities. While UDL is accepted among many practitioners and scholars as a sound approach, reliable empirical research on its effectiveness is lacking (Edyburn, 2010; Rappolt-Schlichtmann, Daley, & Rose, 2012). 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 key challenge cited here is the traditional view of ability as being predetermined, largely fixed, and largely unchangeable. This principle, therefore, falls very much in the affective and motivational realm of pedagogy, dealing with student motivations, beliefs, self-efficacy, self-expectations, and individual autonomy. Consider one example, Individual Education Plans (IEPs), initially developed for use in segregated special education classrooms. This is no easy task and this lack of clarity may have led to “wiggle room” that some education jurisdictions have taken advantage of by using the language of inclusion but in reality changing little in order to promote the practice. 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). implementation in contemporary inclusive education. 2. However, there is some difference. By the time he was accepted to BAA, he was still reading at a fifth-grade level. 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). Key features of the School Inclusion Model are: A new frontloading allocation model for Special Needs Assistants (SNAs). This can be a challenge in an environment where much essential infor… 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. Schools are replete with practices that reinforce these views, one of the most common being the widely accepted but largely smoke-and-mirrors practice of psychological testing of students to determine eligibility for special needs funding and service. This is presented as first in the sequence because of its fundamental importance in supporting blocks 2 and 3. The first assumption is that difference is accounted for as an essential aspect of human development in any conceptualization of learning. The model itself was developed as the result of significant research into inclusive pedagogy over many years by Lani Florian and colleagues. 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Introduction. Katz’s Three-Block model offers a different perspective on UDL, while at the same time honoring, incorporating, and in no way contradicting the key work of David Rose and colleagues in this area. •1990’s – ‘Inclusion’ replaced the term ‘integration’ and included an emphasis on improving the quality of education for pupils with special needs in mainstream schools •Since 2000 – ‘Inclusion’ now refers to removing barriers to high quality education for all children at risk of marginalisation : - Here are some of the strengths that will help them achieve success in the classroom: Those with an auditory learning style like to speak and hear others speak in order to learn, but they may have trouble reading silently or staying engaged in a completely quiet classroom. They outlined modes through which this may be accomplished, including via electronic surveys on tablets or computers, or other means. Second, they suggest the provision of a variety of options for expression and communication. Many of them are still evident in classrooms around the world today. Auditory learners generally remember what their teacher says and readily participate in class. 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. They specifically highlighted the usefulness of technology in formative assessment, mediating and supporting self-directed learning, and assisting in the promotion of collaborative learning. Larger-scale investigations of each of the pedagogies discussed in this article are therefore needed. Inclusive Education is a challenge for teachers who must instruct a classroom including a combination of children with diversified needs and children with special needs. Most teachers did not grow up surrounded by the sorts of technology that the students of today come to school having experienced and so have an obligation to become informed about what exists, what is helpful, what is dangerous, and what is simply pointless. Outlining beliefs and assumptions upon which thinking and acting rest. For example, their range of vocabulary may be limited, which in turn may affect their level of English literacy. This article on pedagogy for inclusive education has explored some inclusive pedagogical approaches that may be useful and that have been shown to be adaptable regardless of context. 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. One of these is Katz’s (2012) Three-Block Model of UDL. Inclusion & Special Education Multiple videos of varying length and specific aspects. Auditory learning methods range from studying with voice recordings to memorizing vocabulary words by inventing short songs. JISC, Supporting an inclusive learning experience. 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. Teachers in inclusive schools therefore must consider a wide range of learning modalities (visual, auditory, kinesthetic, etc.) 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. This is an accurate description with respect to the development of inclusive pedagogy, which has taken much from special education. If you are an auditory learner, try these strategies to improve your learning experience. It is for this reason that the full value of technology in the classroom can only be realized when it is used by teachers judiciously. Links to related videos. Student retention and success in higher education: a Higher Education Academy enhancement workstream on inclusive teaching. Details will be discussed in subsequent sections. Citing key studies by Sampson and Zervas (2013), Song (2014), and Song, Wong, and Looi (2012), they noted research evidence that demonstrates that students use their various devices and web-based applications in very different and individualized ways and that the inherent flexibility in terms of the pacing, content, and “on-demand” nature of web-based learning environments can result in a rich, personalized learning experiences. Each of the models examined in this article make it clear that inclusive pedagogy does not ignore difference. (Rothe, 2000, p. 56). The teacher should persistently assess student proximity to the essential knowledge, understanding, and skills throughout a segment of study. They concluded that when compared to students in classrooms that used traditional methods not associated with the three-block model of UDL, Katz’s model was superior in terms of fostering the social and intellectual factors of engagement with learning.
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