It is based on the understanding that all children and families are valued equally and deserve access to the same opportunities. Inclusive learning goes hand in hand with Universal Design for Learning UDL , a set of principles for curriculum development that gives all students an equal opportunity to learn. Studies have shown the benefits that inclusive classrooms offer for children with disabilities and their peers.
Instead of pulling children out of the classroom to offer them specialized instruction, in an inclusive classroom special education teachers come into the classroom.
This allows for general education teachers and specialists to work together in the same learning environment, benefiting all students, who are offered additional resources and support. This support often results in greater academic gains for students with disabilities as well as students without disabilities. Reading progress was comparable in both settings. Researchers hypothesized that extra help and supports in these classes created gains for all students. Additional benefits include better communication skills and improved social skills for students with disabilities, as well as fewer incidents of disruptive behavior and absences.
Are you ready to introduce an inclusive education environment into your classroom? To do so means challenging the status quo, removing curriculum barriers and presenting educational goals in interesting ways to engage all learners and serve all students equitably. Below we discuss four important strategies to consider when designing an inclusive classroom and curriculum.
At the University of San Diego, we believe in the power of inclusive learning. We also understand the importance of an educated teaching force when it comes to inclusion and special education. What is Inclusive Education?
Inclusive Education Strategies Are you ready to introduce an inclusive education environment into your classroom? Use universal design principles to create accessible classrooms UDL is a set of principles that were born from the desire to offer every student an equal opportunity to learn, based on the idea that every person has their own unique and individual learning style.
According to UDL, there are three primary brain networks that are responsible for how a person learns: the recognition network, the strategic network and the affective network. The three main principles of UDL — Representation the what of learning , Action and Expression the how of learning , Engagement the why of learning — were formed based on these three brain networks. Understanding the foundation of UDL — the principles and brain networks — is imperative for teachers who wish to implement UDL in the classroom.
The National Center on Universal Design for Learning has a plethora of resources and information for educators interested in universal design. Luis Perez, author of Mobile Learning for All, suggests starting small.
It depends on which ones are relevant to your learning goals. Start with a single lesson or activity and then build success from that, and then start to look at other parts of your curriculum. Some students do best with a combination of the above. While these differentiated teaching methods may support the needs of students with disabilities, they also offer diversity of instruction to the entire classroom, giving each and every student an opportunity to learn in the way they do best. Child protection. Counselling and psychology services.
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For example, learn to pronounce unfamiliar names correctly the culture, language and beliefs of each student and family. For example, allow opportunities for students and families to share information about cultural and religious practices and events a range of perspectives and variety of educational experiences that students, parents and carers bring to learning. Plan differentiate the curriculum to suit all learners, including students learning English as an Additional Language or Dialect use a wide variety of texts, pictures, videos and experiences reflect upon the cultural, linguistic and religious diversity of students and consider all students when planning lessons identify and examine bias in words and visual images incorporate appropriate assessment practices.
Accuracy Do the resources present accurate and contemporary information? Do resources reflect the cultural diversity of Australian society? Do they help students understand and respect people from cultures different from their own? Do they make generalisations or over-simplifications which may lead to stereotyping?
Are there indications of racial bias or stereotyping?
Diversity and Inclusion
Are appropriate or biased messages conveyed by illustrations and photographs? Do the resources reflect a wide range of perspectives? Do they include a cross-section of people in diverse cultural contexts both within Australia and other places? Do the events, topics or issues presented reflect a range of historical, social and cultural perspectives?
Is there an overemphasis on differences between cultures? Is there a focus on the exotic or extreme?
Is there an over-emphasis on problems? Do the resources illustrate intercultural sharing and understanding? Do they address significant and relevant contemporary issues?
Do resources stress the equality of all Australians in a democratic society? Do they address issues of social justice? Are minority groups introduced in a natural way? Do they create a feeling of pride in cultural heritage?
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Do they complement other material on similar topics? Is the portrayal of minority cultures tokenistic? Are different points of view presented or is any one point of view more prominent or more favourably represented than others? Are some cultural groups represented in limited settings or contexts? Are significant aspects of history and culture omitted?
Do they provide opportunities for all students to identify with a variety of characteristics and situations? Is appropriate terminology used? Does the language used reinforce stereotypes?
Related Diverse Perspectives on Inclusive School Communities
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