poor learning behaviors it can be tackled by getting to know your students what would be an attention grabber for them

being in large class it can be tackled by grouping students

difficult home lives it can be tackled by getting the support from head teacher and other teachers to reach out to the home and encourage them to be more supportive to their child. Having parent teacher conference. 

1. Poor learning behaviors- this can be tackled by using a variety of pedagogical skills to suit varied learning processes for each learner.
2.  Difficult homes lives- most learners come to school burdened with stress from home e.g those who come from abusive and disintegrated families may feel excluded unless the teacher identify  and counsel them to build their self esteem.
3. large classes. This can be tackled by embracing the use of technology in online teaching which is interactive.

1. Not all teachers can deliver an inclusive teaching thought they are all briefed at a time of their carrier. 

2. More training sessions needs to be organized

3. Specialized school are very few,

4. Specialized teacher are very rare.

Visual Impairment, Physical disability and Being in a large class.

Visual Impairment can be tackled by encouraging them to use visual aide that has been prescribed. e.g. glasses, magnifiers, big print books. and seating the student appropriate in the classroom.

Physical disability can be tackled by creating a physically accessible environment and being flexible with their class schedule because they may arrive late to class.

Being in a large class can be tackled by creating groups and sub groups in the class .

1. Large classes which can be handled by grouping learners 

2. Poor learning behaviour can be tackled by educating them on the good learning behavoiur.

3. Poor speech and language this can be handled by discouraging them from using mother or local language when at school or campus.

Lukewarm attitude toward learning or poor attitude toward learning

Large class

Financial constraint 

I hundred per cent agree with you Florence. Thanks

Lesson facilitation is still alien to teachers in primary and secondary schools in my clime. Teachers are not trained in learner-centred-education philosophy, and its difficult bringing them on board. The official curriculum hold tightly sway and policy support is not guarantee. 

The three inclusivity challenges are:

1. poor learning behaviour; lack of concentration in class by some students. The teacher can engage such students with activities that will put them in a place.

2. being in a large class: working with a large group of learners can be so difficult, the teacher can create them into groups to encourage group work and learning. 

3. physical disabilities: such learners should be observed and be taken into cognizance at all times.

1. Large classes. The teacher can give group work or pair work to engage the students. The teacher can also use blended learning  because  as students internet gives students access to broad range of resources to search in different ways, which in turn increases engagement.

2. Hunger and poverty. The teacher can organize with the administration on the lunch programme for that all students take lunch in school especially for the day schools. 

3. Physical disability. The school  administration to construct ramps instead of stair cases leading to the doors of respective classrooms to make movement of various disabled students easier and safe.

The three top challenges in my context are: Being in a large class, difficult home lives and visual impairment.

To tackle visual impairment, if the impairment is partial, i will arrange that the students seats in a place that will be convenient for him/her. other ways are peer support, engaging more in discussions and doing an audio recording he/she could listen to.

Being in a large class can be tackled by pairing them, give group work

Difficult home lives could be tackled by knowing the nature of the situation, then there is the need to collaborate with other teachers and involving  peers support.

Poor learning behaviours, 

large classes and 

specific learning difficulties.; the teacher can monitor and also assist the students with also the help of a specialist.  

The issue of cultural barrier could be tackled through awareness creation/sensitization of relevant stakeholders in order to get all relevant stakeholders to develop a growth mindset towards the cultural biases that hinder inclusive learning

Failure to use locally available materials, Unsupportive home environment and bad learning behaviour. 

All three can be sorted out with time by applying the concept ' we can do something'.  With changed attitude on the side of the teacher, the 3 challenges will melt away as teachers have the ability to influence teenagers. We have the skills and passion, all need is to up our methodology and become more observant, flexible and raise self esteem of our learners. 

3.7. Inclusivity challenges 

1.We do not have sufficient or competent personnel within our Education sector. We have an IE unit which I am part of it .There are only 6  IE officers  to cater 108 Primary Government  schools for the Kingdom of Tonga .We have have 3 IE officers for our 1 and only Special Need class for 32 students with various different Learning Disability. We also do not have well founded on Inclusive Education Principles and that is a main reason why I am taking this course as my Professional development to provide me a strong understanding of Inclusive principles and practises to support me when I assist children in the classroom and also the mainstream teachers.

2.Being in a large classroom. Should always group the class into small groups but have a stronger child in each group depending how  many is the class. The stronger child  (most ability one) will help the weaker ones in each group. Encourage helping each other. Activities or tasks given will be accordingly to the capabilities of the children. The teacher will have to roam around  each group while they are working and support individuals formatively .Encourage exchange of ideas and helping each other. You can always change the groups for the Maths class or Science because you know the best about your children and their capabilities

3.We do not have a specialist trained person to cater children with learning disability support learners with ADHD in our current classroom. The teacher brings the child to her/his side during a whole discussion. Gives the child activities that he likes to do immediately. The teacher is firm with the child but polite at the same time.

In one of our normal classroom -grade 4 at Tokomololo GPS a boy has hearing impairment -deaf (Class 4)and his sister (class 5)has speech sound disorder . The teacher uses a lot of lip talk instructions ,miming or acting out things to the students. The teacher could go to google and look for pictures in the sign language to help him communicate and teach the some sign language  to help in their learning and understanding - the basics .The teachers of both students  also have to explain and make the other children aware of the learning impairment of them both so they also can help in the classroom in showing and explaining too when the teacher is attending other students. It is good to have a buddy or a friend so they can share and help each other 

1a. Difficult home lives: some children come from dysfunctional families and crisis-ridden homes  and as such are stressed out and cannot concentrate during lessons. Such learners when identified can be given emotional support by showing them love; organizing peer support for him; and collaborating with other teachers to assist the learner. The teacher can go further to find out what the challenge is at home and discuss with the parents with a view to ameliorating the situation. 

1b. Being in a large class: A teacher can use pair/group work to make room for students to share ideas and experiences. Project work could also be used to facilitate lesson.

1c. Hunger and/or poverty: In my context some states are implementing the policy on Home Grown School Feeding program (SGSP) in order to attract and retain learners in school.

You could pick others from the list and make suggestions on how to solve each. Each of us can do something to help!

Poor learning behaviour- Use positive behaviour support to teach goo behaviour

Low literacy level in primary schools- Identify reading problems to accurately respond to learning needs

Hearing impairment - In this situation where no one knows how to do sign language, use lip reading and use appropriate common sign for effective communication in the classroom.

The three challenges that are more significant in my context is:

1. Low numeracy levels- a solution would be to use other materials that are available locally to teach mathematics.Drawings to represent fractions, fingers to count, substracting by eliminating sticks etc.

2. Visual imparments- where I need to write I can use larger handwriting and have the child move closer to the board e.g on the front row and if they need more assistance , I can let the parents know so that the child can get a check up. A more advanced solution is having opticians do the check ups from the school.

3. Hunger and/or poverty - providing meals at school and ensuring the meals are relatively affordable. Payment plans can also be instriduced to the parents so that the children can afford eating from school. 

Three inclusivity challenges in my context are:

Large classes- use of group work to involve all

Visual impairment- large print for a student with low vision

Poverty - recommending them for work study programme in the university 

The top three inclusivity challenges in my class are:

1. low literacy levels

2. specific learning difficulties 

3. difficult  home lives

The challenge that requires specialist involvement would be specific learning difficulties. In this case a specialist would be able to identify the learning difficulties the students have and train teachers in how to deal with them.

The three inclusivity challenges that we have are:

1. poor learning some students distract other students. Some just like to distract teachers and tend to cheat with while doing an exam. They distract teacher and we have an unproductive  time. 

How to deal with it set class rules as from the 1st day of classes. As teachers we can model some behaviours for children to understand that we need to follow rules. Use motivational words and give that child a task while teacher is teaching such as taking attendance. If someone needs help he/she can assist while teacher is teaching. 

2. Low literacy Level some students have difficulties in reading. This has been a struggle we have been going through. Parents are busy working and they have no time to read to their child. 

We have an intervention program with standard 1 students. Where by I have notice that if we can start the program from preschool we can help them. Read stories every day and have them share at home with family. Start with drawing pictures or coloring main characters with preschool. Each level would have own program. We emphasize a lot of reading pictures and finding interactive games. Fish for letters, hopscotch on letters, pictures reading and sounds. 

3. Hunger and poverty. Most of our student at my school goes with out breakfast or sometimes have limited lunch. Some live in a very small house with huge families. 

What we do the school leader buys food for them. Sometimes during break times teachers buys snacks for students. 

As teachers we go to church with a grocery basket as an offering and then school leader assist the family. This was started before the pandemic. We cannot afford a lot but we try to help our students every two months. We wish it can be every month. 

I agree with Linda on the challenges experienced here in Kenya.

In my context , I would like to add these challenges that exists:

1. Private sector's ignorance - the core business of most private schools is profit. many schools admit learners with disabilities with the aim of making money , but without their needs at heart. Therefore there's lack of competent personnel and resources to support inclusivity in private schools.

2. parents' ignorance - most parents with learners with special needs/ disabilities are  in denial and wouldn't welcome any discussion on this.            In this case, If schools would build a relationship with specialists, it would be easy to approach parents and encourage them for assessments of their children identified to have special needs.

3.Difficulties at home- Its so unfortunate that many homes and families are breaking , fighting and separating thus affecting the children psychologically.

There's need of different stakeholders to embark on programmes that will instill and encourage  the need of valuing and upholding a family unit.

Three challenges in my context and some ways the teacher can tackle the problem:

• Low literacy levels – labels, sight word games, sentences from students, phonemic awareness, rhymes, stories, audio books.
• Low numeracy levels – numeracy games, hands-on resources made from local/recyclable materials, flash cards.
• Difficult home lives – talks with student, role play/drama, meetings with parents/guardians, group work/peer support, praise/encouragement/intrinsic motivation/growth mindset, extra-curricular activities/clubs.