Special education | Regular education | Integrative education | Inclusive education | |
Are allowed | Children with specific impairments | All children | All children, but they must change to fit the system | All children, with their individuality and differences, different levels of ability, different ethnic groups, girls and boys, valid or with disabilities |
Curriculum and methods | Everything is adapted to meet the children’s specific needs | Everything is regular | The children need to adapt, otherwise they might fail | Everything is designed so that every child can learn and reach her/his full potential |
The teachers | Specialised | Regular | Follow the system that remains the same | Adapt the curriculum, methods, and system to the needs of the children |
Schools (no. of the definitions for Activity 1) | Specialised schools (3) | Regular schools (1) | Integrative schools (2) | Inclusive schools (4) |
1) end all forms of discrimination 2) favour social cohesion |
AVOID | SAY |
This person is retarded. He is an imbecile | A disabled person |
The mongol person | This person is deaf |
This person is affected by deafness | This person has learning difficulties |
A handicapped person | The person who uses a wheelchair |
The person who is confined to a wheelchair | The child who has Down's Syndrome |
Modifications in the classroom or school – physical space | Benefits | Alternative or additional modifications |
Level the ground of the school yard | ||
Etc. |
Cause of disability | Actions | Reasons for action |
Visual impairment | Better chance to access the information on the blackboard | |
Etc. |
Strategies | Adaptations for certain pupils | |
1 | Illustrate the explanations with images, diagrams, objects … | |
2 | ||
Etc. |
The objectives express that at the end of the lesson, the teacher expects the pupils to … | Examples: At the end of the lesson, pupils will | Learning outcomes: How to evaluate whether the objectives have been achieved? |
demonstrate how and why meandering rivers are formed. | How will the understanding of meanders be measured? | |
be able to draw and name the parts of a flower. | How to evaluate what children know about plants? | |
do (Skill/Know-how) | have made a clay pot. | Are the pots ready? |
Activity done by pupils | Learning type and skills being developed | Adjustments for … |
Earth science: Classification of living and non-living objects (TESSA Sc M1 S1 EdC1) | Visual Observation, logic | |
Maths | ||
Etc. | ||
Subject | |||||
Topic | |||||
Subtopic | |||||
Class | Average age | Gender | |||
Date | |||||
Time | |||||
Duration |
Time | Teacher activities | Pupils activities | |
Step 1 | |||
Step 2 | |||
Step 3 | |||
Step 4 | |||
Step 5 |
Objectives | Strategies/actions |
Pupils understand what they have to learn. | |
They know exactly where they are in the learning process. | |
They see how they can bridge the gap between their current achievements and what they have to achieve. |
Questions | Answers at the beginning of your training (date: ) | Answers at the end of your training (date: ) | |
Are you a positive or negative teacher in the way you treat your pupils? | |||
How could you be more positive? | |||
Do you try to encourage or discourage your pupils? | |||
How? | |||
How can you encourage them even more? | |||
Do you make them happy when they learn? | |||
How? | |||
Do you sometimes make them feel sad or angry, or evoke fear? | |||
How? | |||
Which aspect of your teaching behaviour would you like to change? | |||
How could you do that? | |||
Who could support you? | |||
Which aspect of your pupils’ social behaviour would you like to change? | |||
How could you help them achieve this change? | |||
Adapted from TESSA Resources, Life skills (Primary), Module 1, Section 4, Resource 1 |
Illustration | Attribution |
---|---|
Figure 1: The different types of educational systems | Mr G. Dart |
Designs features | Adapted from photos belonging to one of the authors |
Poster | Ms M. Deane, adaptation of a personal photograph |
Diagram 2: Demotivation spiral | Adapted from an original idea by one of the authors for the article: Deane, M. (1992) ‘Teaching modern languages to pupils with special educational needs? With pleasure!’, The Language Learning Journal, vol. 6, no. 1, pp. 43–7. |
Illustration of school subjects | Source: ILEA, Equal Opportunity Clipart folder |
Resource Centre at the NTI Regional Centre, Kaduna, Nigeria | Mr M. Bird (2004), personal photography |
Figure 3: Integration of assessment into the learning process | |
Cellphones | A set of six tech icons free vector download, Licence: Creative Commons Attribution 3.0: http://anysnapshot.com/set-6-tech-icons-free-vector-download/ Adaptation: one illustration chosen among the six |
Laptop | Notebook Laptop vector, Licence: Creative Commons Attribution3.0http://anysnapshot.com/notebook-laptop-vector/ No change |
Radio | Vector File Name: Radio vector graphic, Licence: Creative Commons Attribution 3.0: http://anysnapshot.com/radio-vector-graphic/ Adaptation: object cropped |
Camera |