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