Summary
from week 3: What I have learned
1.
Everyone can do something
Despite the fact that not all teachers
are trained in Special Need Education, all teachers can do something to support
excluded children by practicing active teaching which engages all learners and
gives them the opportunity to talk about their learning.
2.
Observing active teaching
Active teaching should is about supportive
of learning environment, positive behavior expectation, lesson facilitation,
checking for understanding, giving feedback to learners, critical thinking, learner
autonomy, perseverance and social collaborative skills.
3.
Being Observant, flexible and focusing on self-esteem
Inclusive teachers are observant,
perceptive and sensitive. They notice changes in their students, flexible and
supportive of learners’ self-esteem. They are able to notice when a student
does something well, when they need help and how they need help and how they
relate with other students. These are important because there is always a
reason for a student’s behavior. They should be flexible and responsive meaning
they notice things that are not working in their classrooms for specific
students, groups or individuals and change their teaching styles to suites all
the learners. Inclusive teachers also raise learner’s self-esteem by showing respect
and care to their learners.
4.
Inclusive teaching
The minimum requirement for inclusive
teaching include lessons that actively engages the learner, mutual respect
between teacher and learners, lessons that built on learners prior knowledge
and understanding, provide opportunity for dialogue and open questioning,
learning that is relevant to children, curriculum should support the
development of a range of skills and assessment should give credit for a range
of skills
5.
Challenges in inclusivity
Poor learning behaviors
·
Low
literacy levels
·
Poor
speech and language
·
Hearing
impairment
·
Low
numeracy levels
·
Visual
impairment
·
Large
classes
·
Physical
disability
·
Specific
learning difficulties
·
Difficult
home lives
·
Hunger
and/poverty
6.
Tackling inclusivity Challenges
·
Differentiation
of learning tasks
·
Adaptation
of seating plans
·
Nurturing
of peer support
·
Development
of appropriate communication skills and resources
·
Flexible
approach to assessment
