Week 1

Language & Inclusivity

How can we include those who struggle with the language of instruction?

Response:

The term ‘Language of Instruction’ can be defined as 1. An individual’s native form of communication from birth, frequently used at home/ community; 2. The national language spoken in a country; 3.  A globally used language by many countries and cultures across the world or a combination of all.  Language and inclusivity can be quite challenging to achieve among students with varying needs in communication, decoding messages and understanding the exchanges shared between the sender and the receiver.  Some ways we can close that gap are: 1. Use visuals/ pictures with supportive words underneath for identification; 2. Speak at a moderate speed so that the receiver can hear the message clearer; 3. Create a word wall supported by its meaning and a visual; 4. Making vocabulary maps (such as picture of the word, visual depicting the word, meaning of the word and using it in a sentence); 5. Repeat the instruction and develop a routine; 6. Demonstrate it and 7. Practice, Practice, Practice!

Week 1 Assignment 1.1a:

 What are the features of an Inclusive school?

Response: 

Some features of an Inclusive School are 1. When all students regardless of race, ethnicity, class or ability are all welcome and accommodated in the class; 2. Visible and tangible supports are provided in space, furniture, temperature, visual aids, infrastructure and more; 3. Differentiation and modifications are made in lesson plans, lesson delivery and lesson assessment; 4. All participants that are responsible for students such as parents, teachers, administration work collaboratively in an effort to meet the needs of all; 5. The school promotes programs and projects that addresses acceptance, diversity and belonging and more.

Week 1 Assignment 1.1b: 

What are some attitudes that need to be challenged?

Response:

There are some attitudes surrounding the characteristics of creating and maintaining an inclusive school, they are: 1. Inaccurate myths behind special education and inclusion based on parenting, culture and community; 2. The absence of teacher preparation and training in both special and inclusive teaching; 3. The absence of teacher/ staff competence in promoting inclusion; 4. The inability to differentiate and modify lesson delivery and assessment; 5. Accommodations, modifications and use of assistive technology of any kind incurs cost and can be difficult to maintain as a parent, a teacher as well as the school to name a few.

Week 1 Assignment 1.2a:

What are the different aspects of creating an inclusive school?

Response:

Creating an inclusive school is no easy task to accomplish, it requires elements that are both tangible and intangible, some aspects are as follows:1. Inclusion means all learning together, thus, promoting learning and participation in initiatives that purport the same;2. One must create, develop and nurture a culture that reduces or eliminated discrimination and barriers to learning;3. It requires stakeholders to build an inclusive community that addresses the needs and challenges of students;4. It demands the revision and restructuring of policies and practice both in and out the school environment;5. It promotes the response to diversity in ways that fosters value and belongingness; 6. It provides professional training and support to both parents and educators at home and in class and 7. It enables and empowers those in leadership to produce better accommodations and modifications in society such as financial support, policies, laws, infrastructure, education and employment opportunities and so much more.

Week 1 Assignment 1.2b: 

What does School Ethos mean?

Response:

The term ‘ethos’ is defined as the climate or atmosphere of a culture or community, therefore, ‘school ethos’ suggests the essence of the school’s culture and environment demonstrated by the attitudes, beliefs, values, behaviours and goals of school’s stakeholders, namely its students, teachers, school staff and parents.

Week 1 Assignment 1.2c

How are school cultures are built?

Response:

School culture is built upon strong relationships sharing the same goals, beliefs and attitudes among the stakeholders, that being the students and teachers, teachers and parents, students and parents, school and community and so on.  The foundation of the school environment is governed by its general school rules and by extension their individual class level rules.  Additionally, peers, parents and teachers must stay committed to being positive role models in practice in and out of the school environment.  The maintenance and sustainability is reinforced through practice in the classroom via differentiation and modifications in lesson plans, delivery, assessment and resources.  This in turn can only be achieved through professional teacher training and development.  Parent involvement is also encouraged and fostered through developing school traditional events that celebrate diversity and inclusion.

Week 1 Assignment 1.3:

Reflect on my experiences on professional development and how     effective it was and how it might be more effective?

Response:

I am in full support of consistent teacher training and professional development especially in the areas of special education and inclusive education.  As an educator, it requires effort and sacrifice of one’s time, attention, participation and application of the skills and knowledge gleaned and demonstrated through practice in lesson delivery and assessment in the classroom environment.

The vast and varied courses and training I participated in equipped me with so much knowledge and skills that my approach to teaching in the classroom inclusively increased in my esteem as well as my competence.  However, the overall achievement gained was its positive impact on providing support and intervention to students with varied abilities and needs in my environment.  The power of support is real; when you help yourself, you help them with their need more meaningfully in the craft of teaching as a professional.

 Week 1 Assignment 1.4: 

How an inclusive school can be monitored and developed?

Response:

I believe there are three critical steps involved in developing and monitoring the creation and daily operation of an inclusive school, they are 1. Analysis and Understanding of what inclusion, disability and special education needs mean, as well as the school’s financial viability to sustain an inclusive initiative; 2. Planning in the context of policy, infrastructure, curriculum, implementation, assessment, building partnerships and communication and 3. Monitoring and Evaluation of the process and progress of the implementation of inclusion through all areas that requires adjustments, accommodations and modifications in order the satisfy the criteria of fostering an inclusive school ethos.

Week 1 Assignment 1.5: 

Who are the different stakeholders in a school that might be             Included?

Response: 

The stakeholders who may have a vested interest in the creation of an inclusive school and school ethos are:

1.    All Students (Main stream as well as those with special educational

       needs)

2.    Parents

3.    Family members & relatives

4.    Educators

5.    School Administration

6.    Paraprofessionals/ Therapists

7.    Health professionals

8.    Social Development Communities

9.    Employers

10. Service Providers

11. Transport Service Providers

12. Protective Services

13. General Public