In a differentiated classroom, teachers recognize that all students are different and require varied teaching methods to be successful in school” (p. 6). implementation in contemporary inclusive education. There is no proof that children with no developmental difficulties are neglected in this working model (Stanković Đorđević 2002: 152). While Jennifer Katz is making good progress in researching the 3-Block model, other pedagogies are in need of greater support in research. The opportunities for naturally differentiated, collaborative, and immersive experiences offered by technology are simply too powerful to be ignored. It involves the decoding of information that is presented. Fluencies in terms of various communicative modalities can be built: for example, enhancing listening and verbal skills, or improving comprehension and construction of written work. Third, options for physical action, or perhaps more accurately reaction, are recommended. That is, it must be safe, challenging, and supportive for each student. One of the more recent contributions to the area of pedagogy for inclusive education that is garnering some attention is the IPAA developed by Florian and Spratt (2013). Block 1, Socioemotional learning, involves “… developing schools that are compassionate learning communities in which all students feel safe and valued, and which give them a sense of belonging” (Katz, 2012, p. 23). clearly indicate that successful inclusive education does not require that every teacher have the expertise to meet the educational needs of every student. For example, their range of vocabulary may be limited, which in turn may affect their level of English literacy. Technology-assisted instruction provides students with a highly flexible, accessible, and collaborative yet at the same time individualized model of delivery. The UN Convention on the Rights of Persons with Disabilities (CRPD) recognizes the right . Where IEPs and other such practices and tools have been helpful in the development of inclusive pedagogy is in drawing attention to the idea that a single “one size fits all” course of study is not helpful when trying to meet the needs of a diverse range of learners, and that attention needs to be paid to individuals as opposed to a purely theoretical class of learners in which no form of significant diversity exists. They also identified some barriers to the implementation of the approach, which they believed could be overcome with time for collaborative planning, resources, professional learning communities, and education regarding the approach for the school and wider community. Further, Florian (2015) argues that: While it has become self-evident that differentiated approaches to whole class teaching are needed to accommodate individual differences between learners, when implemented within the bell-curve structure of schooling, such approaches can create problems. 2. While without question the effectiveness of the IPAA requires further investigation, what can be said is that it has been constructed based on evidence from research, including the study discussed above. One of the major contributing pieces of research to the IPAA was by Florian and Black-Hawkins (2011). Logical (mathematical): You prefer using logic, reasoning and systems. Similarly, use of Gardner’s (1983) Multiple Intelligence Theory has been suggested as one way of reaching a wider group of learners through DI, as each learner in a class would have strengths in a variety of different “intelligence” areas. During lectures, ask auditory learners to repeat ideas in their own words. Individual differences are acknowledged, but such differences can and should be catered for in the course of everyday teaching and learning. Pedagogy for inclusive education continues to evolve in line with our views on difference, inclusion, and exclusion. Under this principle Meyer et al. Unlike the behaviorist approaches previously favored by special educators, practices that spell out precise processes and schedules for teaching (such as is the case with the use of task analysis, for example), the majority of inclusive pedagogical approaches are based on principles and strategies that the teacher must then adopt and adapt to the situation. The type of uniform delivery typically associated with traditional models was often ill-suited to students with a diverse range of backgrounds and abilities. Pilot programs: There are staff who are interested in and/or willing to try inclusion, so they will test it Inclusion has now been accepted by countries worldwide in line with the Universal declaration of the Rights of Child. Many of them are still evident in classrooms around the world today. In doing so the contributions of all contribute to the overall learning that has occurred. Aural (auditory-musical): You prefer using sound and music. 2. Inclusion in Education : Towards Equality for Students with Disability 2013, Children with Disability, Australia report. Inclusion & Special Education Multiple videos of varying length and specific aspects. This involves the use of multiple modes of communication including but not limited to visual, written, and verbal communication. Rather, giving teachers (both regular and special education) the opportunity to collaborate and develop new skills is a prerequisite for success. By the time he was accepted to BAA, he was still reading at a fifth-grade level. Outlining beliefs and assumptions upon which thinking and acting rest. Call on auditory learners to answer questions. JISC, Supporting an inclusive learning experience. How to Prepare for Different Kinds of Tests, ThoughtCo uses cookies to provide you with a great user experience. Inclusive education is a contested concept, with the underlying practices and meanings varying from region to region. Student retention and success in higher education: a Higher Education Academy enhancement workstream on inclusive teaching. According to Katz (2012), “Creating inclusive learning communities requires changes to educational policy, budgeting, staffing, training, and interactions with communities—indeed, a major reworking of the whole system” (p. 24). If so, you may be an auditory learner. However, new approaches continue to be developed that are also worthy of attention, such as Florian and Spratt’s (2013) Inclusive Pedagogical Approach in Action (IPAA) framework. With DI a frank and pragmatic acknowledgment of difference becomes important at the outset, as adjustments and adaptations are made so as to provide all individual learners with the opportunity to engage in rich and meaningful learning. The work of a teacher, then, is to ensure that the student does not become distracted from the task and that she is always set up for success. Since the implementation of the Individuals with Disabilities Education Act (IDEA), which advocates the placement of special needs students in the least restrictive classroom environment, children with hearing loss have increasingly been included in mainstream settings. It is not only for students with disabilities, but rather is applicable to all students, providing for those who are gifted in particular areas equally as well as for those who may still be developing in those areas. Although DI presents in many varied forms in classrooms throughout the world it has been found to be an effective instructional approach. Inclusive education values diversity and the unique contributions each student brings to the classroom. Inclusive pedagogy requires teachers to adopt a humble and introspective attitude. The third principle of UDL relates to the provision of multiple means of action and expression (Rose et al., 2014). The third assumption is that teachers continually develop creative and new ways of working with others. The term “multiple means” forms the basis of how David Rose and colleagues choose to describe the various tenants behind UDL. teachers' perception of adapting inclusive education policies and procedures in the Bahamas and its implication for adult education. As the IPAA is a relatively new model for inclusive pedagogy it has not yet been the subject of significant research into its efficacy, although there has been some conceptualization regarding implementation if the approach. While the Rose and colleagues (2014) CAST UDL model is the most well known, there are other frameworks that complement and/or re-frame CAST. Therefore, the inclusive education is not merely a partial regulation of the education system, but its entire renovation, and a deep reform of schools (Stangvik, 1997), a school for everyone. An earlier study by Katz (2013) involving 631 Canadian students yielded similar results with respect to student engagement, with the additional finding of improvements in both student autonomy and inclusivity in classrooms that adopted the Three-Block Model of UDL as compared with those that did not. What these approaches have in common is their general lack of prescription. A recent text edited by Deppeler, Loreman, Smith, and Florian (2015) contains chapters addressing a variety of school curriculum areas with respect to how the IPAA may be implemented and how it may inform teaching in each of those areas. In other words, identifying that which excludes individuals or groups of children from schooling with their peers and then ensuring that those barriers are eliminated (Mittler, 2012). The use of Bloom’s Taxonomy in creating questions for inquiry is recommended in order to “… allow students to take their learning to their best level” (Katz, 2012, p. 72). Research supporting each of the models, or a discussion of the need for further research, was provided in each instance. All pedagogical innovations can be realized within the inclusive model. Sokal and Katz (2015) conducted a study involving 183 students in 10 Canadian schools and found that the three-block model of UDL had a positive impact on students’ perceived intellectual engagement with learning as well as on active learning and peer interaction. It also involves teachers ensuring that students work through relationships with one another rather than as isolated units. Students must be given choices with respect to the learning they are to engage in. Students and their parents participate in setting learning goals and take part in decisions that affect them. However, there is some difference. A further criticism of VAK is that Willingham (2012) claims that most memories are stored in terms of meaning rather than in a visual, auditory or kinaesthetic way. education resources, and more time should be spent on research in other fields to guide teaching and learning. The key challenge cited here is the traditional view of ability as being predetermined, largely fixed, and largely unchangeable. Consider one example, Individual Education Plans (IEPs), initially developed for use in segregated special education classrooms. These principles, in no particular order, are as follows: Inclusive pedagogy is about providing for meaningful participation of all learners. Details will be discussed in subsequent sections. In a truly inclusive setting, every child feels safe and has a sense of belonging. Demonstrate a repetitive model of desired verbal response to … Finally, a number of general principles with respect to inclusive education pedagogy were offered based on the various models discussed. Without effective pedagogy we have no operative method of education and, without purposeful and effective inclusive pedagogy, we have no basis for meaningful inclusion. But progress comes slowly. It was not responsive to individual needs and preferences, with instruction typically focusing on rote memorization with little emphasis on critical and higher-level thinking skills (De Jesus, 2012). What is being taken for granted in the pedagogical approach under consideration? What differentiated instruction means. These include the following: The learning environment must invite learning. The teacher should persistently assess student proximity to the essential knowledge, understanding, and skills throughout a segment of study. UDL is a philosophy of education intended to provide access to learning and success for all students (Sokal & Katz, 2015). This is because the discourse of individual differences relies on the logic of exclusion whereby differentiated teaching for some is the process by which all are “included.”. To quote Bouillet (Bouillet, 2009), inclusive education can be thought of as a philoso- Each of the five senses may be employed here in an effort to produce a holistic style of communication. In addition, McGhie-Richmond and de Bruin (2015) highlighted the links between technology-assisted pedagogy and the IPPA. potential inclusive model, as practical guidelines for Thai inclusive schools. They conducted a qualitative study of 11 Scottish teachers who taught across age ranges at two schools. Block 2, Inclusive pedagogy, draws heavily on the CAST model and advocates for the use of multiple means of engagement, representation, and action and expression. Pedagogy is about how teachers teach and how learners learn, and is a fundamental ingredient in any successful inclusive approach. Katz recommends the use of backward design (Wiggins & McTighe, 2006) in developing instructional plans, and the organization of curricula into thematic units that are then sequenced according to a logical framework (for example, conceptually or perhaps seasonally). Complex though it might seem at times, what remains a constant is a respect for the learning of all and a desire and a willingness to better cater to the needs of all children via the ways in which they learn and we teach them. There are a multiplicity of DI techniques, including but not limited to allowing extra time on tests and assignments, permitting different ways of taking tests, extension activities, adapting assignments for individual students, cooperative and collaborative learning in pairs or groups, project-based learning (individually or in pairs or groups), and a focus on Gardner’s (1983) Multiple Intelligence Theory. What is missing from the approach? Whether or not one is sympathetic to this point of view it must be acknowledged that the adoption of inclusive pedagogical approach does represent new ways of working for teachers, and requires the adoption of different points of view. Citing key studies by Sampson and Zervas (2013), Song (2014), and Song, Wong, and Looi (2012), they noted research evidence that demonstrates that students use their various devices and web-based applications in very different and individualized ways and that the inherent flexibility in terms of the pacing, content, and “on-demand” nature of web-based learning environments can result in a rich, personalized learning experiences. Technology and instruction. UDL and the IPAA take a different approach, decentralizing difference and advocating means of teaching that cater to individual differences without necessarily singling out individuals for specific adaptations or modifications in the course of a lesson, as such adaptations and modifications are unnecessary having been anticipated in the overall lesson planning phase. There are numerous immersive and collaborative online environments in which students can engage with one another, and such environments and contexts are highly familiar to children who now often grow up engaged in collaborative online gaming at home. Teacher and Students' Perceptions of a Modified Inclusion Classroom Environment, Electronic Journal for Inclusive Education, 2 (5). Create lesson plans that include a social element, such as paired readings, group work, experiments, projects, and performances. If used judiciously they may be helpful in some circumstances; however, all too often they serve to place children on a different path of study from that which their peers are able to engage in, ultimately perpetuating the sort of segregated approach they were once thought to be able to help resolve (Andreasson, Asp-Onsjö, & Isaksson, 2013). Auditory learning is one of the three learning styles established by the VAK model of learning. Each model relies on formative assessment to build a program suited to individuals in the groups in which they learn, and each model advocates for constructivist and social constructivist models of instruction that involve peer collaboration, goal-directed learning, communication, and teacher guidance. Inclusive Education is a challenge for teachers who must instruct a classroom including a combination of children with diversified needs and children with special needs. The second assumption is that teachers must believe that they are qualified to and capable of teaching all. Allow any struggling auditory learner to take an oral exam instead of a written one. The effectiveness of this model is currently the subject of ongoing research in Canada by Katz and colleagues. The Centre for Applied Special Technology (CAST) model of UDL espoused by Rose, Gravel, and Gordon (2014) is based on three principles that include (a) multiple means of engagement, (b) multiple means of representation, and (c) multiple means of action and expression. Inclusive education: Inclusive Education is defined as, all children irrespective of their strengths and weaknesses will be part of the mainstream education. The DI approach, however, is not without critics. Auto download. Florian and Spratt’s (2013) IPAA framework is based on three broad assumptions, with each assumption being linked to associated concepts and actions. 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