Writing Effective Inclusion Practice from Given Studies

The report sheds light on the learning needs of Bryon, who has a history of difficulty in academic learning. It discusses curriculum content adjustment, differentiation strategies, and an individual learning plan to accommodate the learning needs of students with learning disabilities. The report also emphasizes the importance of creating an inclusive study environment and instructional tasks for students. The subject is inclusive education, and the course code and college/university are not mentioned.

Writing Effective Inclusion Practice
from Given Student
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Table of Contents
INTRODUCTION...........................................................................................................................3
Key learning needs of Bryon.......................................................................................................3
Curriculum Content Adjustment to Accommodate.....................................................................4
Differentiation strategies to accommodate learning needs of student.........................................6
Individual learning plan...............................................................................................................9
CONCLUSION..............................................................................................................................11
REFERENCES..............................................................................................................................12
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INTRODUCTION
Effective inclusion practices in learning among students plays essential role for generating
comfortable studying, and further generate proper dynamic working specifics among students.
The report will shed light on learning needs of Bryon, which has history of difficulty in academic
learning. The search will shed light on proper difficulties, where knowledge on skills and ability
to cope up demand proper training needs to be delivered. Research will further also enhance
focus on various learning environment specifics for creating inclusive study environment,
instructional tasks and further improvement within working scenarios. Individual Learning plan,
for Bryon will further enhance focus on short term goals, long term and institutional techniques
for procedural assessment for betterment of Bryon.
Key learning needs of Bryon
Bryon had history of difficulty in academic learning, where reports had signified that
development difficulties with auditory information, speech articulation and assoicated
phonological difficulties further contributed to learning problems (Grimes and et.al, 2021) .
Bryon from early age has been facing difficulty from early age in learning, where there is also
inattention, restlessness, hyperactivity found in his learning behaviour. Proper inclusive learning
practices in education plays crucial role for improvising confident abilities, language
interpretation among students and to further be active in school. The key learning needs of
Bryon are :
 Not able to communicate properly within school
 Improper interpersonal skills
 Knowledge retention skills
 Thinking and analytical skills
 Unable to participate in group working projects
 Interpretation skills
 Unable to grasp actions and to respond accordingly
The needs of Bryon in academic learning are also correlated to further generate effective
development in proper learning abilities for information, speech for indicating specific new
learning needs. Bryon is in his primary school age, where speech articulation, and comfortable
studying has to be further improvised for new learning practices significantly (Dalton, 2021).
Also, student should be given courteous teaching, as per specific preferences for significnat
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decline in negative side effects for student to be comfortable. Bryon has to further improvise
abilities to articulate response properly, develop language specifics and also be given proper
literacy training. This further also correlates focus towards basic learning needs, where content
needs such as knowledge, skills, values and attitudes should be enhanced for strengthening his
performance.
Bryon has been facing unable to access academic learning, where there has to be support
activities adapted for improvised learning practices. This also heads on specific focus on using
providing comfortable learnings, with use idioms and metaphors for easy grasping along with
appropriate instructions for strengthening creative knowledge in his behaviour. Bryon needs in
learning has to be further shaped up, by also analysing new keen points on which acknowledged
parameters have to be evolved determinately. The aim is to assist Byron in being aware of his
strengths and weaknesses and learning to manage them constructively, where curriculum
awareness further has to be improvised further. Also it can be understood that Bryon needs
towards numeracy, adoption to literacy subjects has to be further critically improvised for wider
scale growth in his study at school. There has been further analysis done to grasp knowledge on
recent specifics, and working preferences towards developing curriculum as per Bryon
requirements for making him confident in school-based study. The role of curriculum, and
analysis to further extend light further advances specific need to be competent towards delivering
equal study inclusive environment for Bryon (Bruce & Aylward, 2021).
Curriculum Content Adjustment to Accommodate
The curriculum content adjustment has to be accommodated properly, where the
disability discrimination act, 1992 requires education needs to be given properly and as per
specific preferences to students with specific learning needs for improvising their confidence in
study. Main considerations that needs to be taken, are abilities to attain expected learning
outcomes and gather productive growth for competent vision significantly. This furthermore also
heads on specific focus on fact that its against law to discriminate students against their
disabilities, where further proper equal fair education should be given (Rasooli and et.al, 2021).
This further also correlates focus on fact that as Bryon is facing issue in studying, disabiity to
communicate properly among students in school there should be proper analysis further evolved
on proper studying facilities. Curriculum content adjustment, further plays keen role in
accommodating proper strengthened rise in Bryon performance towards dynamic changes for
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studying competencies. Bryon's symptoms should be properly monitored by teacher, where this
further also evolves focus on aspects where capabilities to further strengthen his skills will be
focused on.
Curriculum, and study material along with books has to be further evolved and build as per
student understanding abilities, as Bryon literacy performance is week. Teachers have to be
polite, while providing learning to Bryon as his understanding has to be evolved for further
enhancing abilities progressively. Needs of other students in group setting, further heads on
strong focus towards determining potential growth horizons and genrate operative vision for
further scaled up performance goals in study. For creating inclusive study environment, Bryon
should be given comfortable setting for further improvement analysis and generating study
comfortably. Thus, it furthermore also enhances focus on fact that currcilum has to be
improvised by teachers, for connecting to overall wellness and inclusive study for all students
(Bal and et. Al, 2021).
Bryon current level of performance
Bryon reading skills are at mid-primary levels, where writing skills are within normal
range suggesting language levels to be further taken care. Bryon at this age has increased
capacity to manage, and deals with curious interests which signifies that at present mathematical
skill are better. He posses capabilities to solve problems with no errors in calculation, which
signifies that Bryon has been error prone and slow in problem solving for fuhrer improvised
performance goals. This further also enhances focus on fact that anticipating actions,
establishment of new goals creatively and plans of actions further enhances regulation abilities
significantly. Bryon at present has significant learning difficulties in learning disabilities where
he has low-average intellectual abilities but faces difficulty in literacy further in study.
Development of cognitive processing skills are inconsistent, further where Bryon finds many
tasks to be difficult at school and is unfamiliar with concepts language as it is barrier. The child
is found to be in range for attention deficit disorder, where he faces issues in proper responding
with inattention, restlessness and hyperactivity which has made him face difficulty (Price & Slee,
2021)
At present Bryon faces difficulties to grasp accurate responses and further has been
unable to properly develop reactions, where professional assistance should be given. Teaching
aids has to be also evolved further, for improvising new parameters accurately and to enhance
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new creative parameters in his study behavioural aspects. Furthermore, Bryon has to be given
prior attention by teachers for improvising his communication abilities significantly and enhance
overall permanence. This further also correlates focus towards extended working current level of
performance goals where untapped new scale specifics has to be organized, and generate proper
prior work ideologies.
Differentiation strategies to accommodate learning needs of student
In regard to Byron who is 13 year old boy suffering from academic learning problems, it
can be said that he needs additional support by his teachers. There are number if teaching
strategies that can be used for increasing his learning skills. Some teaching strategies and online
software such as task analysis app can help him out in solving his problem of speech and
language impairment. Kellems, Cacciatore & Osborne, (2019) stated that articulation approach is
one of the best teaching strategies that can help Byron in solving his academic learning, speech
articulation and other problems. The main focus in this approach is on linguistic aspects of
speech production. It is also called language based approach. By making use of articulation
approach, teachers can target each sound deviation and when they find any problems or errors
motor based of Byron then they can focus on correct target sound production. Some other
strategies that would be suitable for Byron’s case include:
Provision for audio recorded lectures. Teachers should allow such learning disabled
students to record lectures with subtitles by which they can know teaching materials. Subtitles
can help Byron in understanding what teachers have taught. It can increase his learning ability.
Teachers should allow flexibility in assessment to students with learning disability including
Byron. It would be easier for Byron to give oral presentation, portfolio and project when they
have additional time and support.
Task analysis app: It is also found that Byron is having intellectual disability and find
problems in completing tasks that has new ideas and unfamiliar concepts. So, as per his problems
and learning needs, it can be said that task analysis customised app will be beneficial Fälth,
Gustafson & Svensson, (2017). By making use of this app, teachers can allow Byron in
completing his tasks independently and effectively. This app has number of features that suggest
students about better ways of performing functions by dividing it into smaller and easier parts.
So, in this regard, it is one of the best ways of teaching students with learning disability.
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Language simplification and slow communication: It is found that Byron is finding
problems in speaking and oral communication. He finds difficulties in understanding language
and all those activities that has new ideas. This linguistic simplification may reduce structural
complexity of texts and can deliver actual meaning of language. By separating spoken words into
different words like cat into K, A and T. It is phonemic awareness and it can help them out
increasing skills and knowledge.
Incorporation of real life situations: It is found from survey that students with learning
disability find easier in understanding teaching materials when they are being given real life
based examples relevant to topics. So, by incorporating some real life based examples, teachers
can increase his learning Arsan & et.al. (2021, October).
Classroom environment and schedule
Along with teaching strategies, classroom and school environment also plays a vital role
for students. An effective environment helps students with learning disability in improving their
knowledge. Students find easier in learning all materials. Teachers also find easier in engaging
such students. Some areas on which teachers need to focus in order to improve classroom
environment for solving cognitive processing problems of Byron include:
Occasional breaks: Teachers should allow occasional breaks to Byron and all students
who have learning disability. It may help them out in engaging in teaching process. Continuous
learning may affect them and they may find it boring Thompson & et.al. (2019). For making
teaching process easier, accessible and fun, teachers need to allow them occasional breaks in
which students can talk with other students, can go outside and others.
Playing period: It is stated that teaching to students who have learning disability
problems, is complex and harder than teaching to normal students. Teachers need to give extra
attention and additional time to such students. But there is one of the best strategies that can
make easier for teachers to engage students in learning and teaching process include: playing
period. Every day, teachers should allow students to play and participate in fun activities. Such
activities can be related with learning. It can make teaching process fun and engaging. Students
also may find easier in learning. As Byron is facing problems in speech and oral communication
so, as per this, teachers should develop group discussion fun activities. Teachers should
encourage and provide rewards when Byron participates in communication skills.
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Differentiation o curriculum
In curriculum, there should be provision of audio recorded lectures as well as group work
activities at least once in a week. By making changes in curriculum by adding this, students with
learning disability may find easier in increasing their skills. By adding provision for word
processed and audio assessment feedbacks, Byron may be encouraged to learn and knowing his
learning problems. It is found that Byron has an effective writing skills as compared to speech
and oral communicational skills. So, as per this problem, it can be said that there should be
provision of video recording of teaching lectures with appropriate subtitles. It would help him
out in understanding teaching materials and by focusing of teachers’ language; he can improve
his speech and oral communication skill Boerma & et.al. (2017).
In addition, it can be suggested that there should be provision or class of medication and
yoga. From secondary data, it is found that meditation is one of the best ways of increasing skills
and solving learning problems. Byron has taken meditation session and it has helped him out to
the great extent in increasing attention. So, by adding this provision in curriculum, teachers can
engage students daily in meditation session that can increase their attention skill and it might
help them out in understanding what teachers are speaking by catching lip sings.
Problem solving: By making use of some fun activities and tools like Sudoku and others,
teachers can increase problem solving skill of Byron that is important for him. Byron should be
allowed calculators, task analysis app during exams and at the time of practice tests. It can make
easier for him to solve problems. For speech based questions, he should be allowed written
subscripts by which he can answer all questions Kohli, Sharma & Padhy, (2018).
The reason behind selecting all these teaching strategies and software is to help Byron in
improving is oral communication skill and increasing engagement in teaching-learning process.
All these strategies such as: incorporation of real life based examples, task analysis app,
occasional breaks, fun learning activities can increase learning skills and can make Byron
engaged in all processes.
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Individual learning plan
School: St.
Student Name:
Date of Birth:
Academic Year:
ILP Commencement Date:
Review Date:
ILP Team:
Difficulty in academic learning
Additional Information:
Focus Area and Level
of Achievement
Learning Goals Adjustments for Learning Assessment of Short-term
Goals
Concentrating or
attention skills Short-term Goal.
The aim is to understand
teaching materials without
prompts and written
subtitles. It will increase
his speech and oral
communication skill.
Long-term Goal:
The aim is to make Byron
able to learn all things,
speaking without any
hesitation and problem.
Feeling happy by
concentrating learning
materials.
Teachers can ask Byron to
sit in front of class as it
would be easier for him to
be attentive as it may keep
him away from
distractions.
As it is found that Byron
find problems in oral and
speech languages and it
may improve by
increasing attention skills
Piedimonte & et.al.
(2018). For this, teachers
can repeat words of
sentences for at least
Teachers can provide recorded
lectures by which Byron can
identify his own mistakes and
can write down learning
materials where he left out. It
may help him out in measuring
his performance of attentive
skill.
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By engaging Byron in
meditation class or
activity, short term and
long term goals may
achieved.
Cognitive processing
skills (remember,
learning, reading and
speaking)
Short-term Goal:
Performing all learning
materials by his own
without help of other
students and teacher.
Solving learning related
problems.
Long-term Goal:
By the end of the year
Byron will be made able
to remember learning
materials for the long
term. Speaking with
fluency and feeling
confidence while
speaking.
Teachers should focus on
retaining and recalling
activities by asking
questions on repetitive
manner Safitri & et.al.
(2018).
Teachers should engage
Byron in playing games
activity based on time. It
can increase problem
solving and time
management skill of
Byron.
On the basis of practice test,
performance can be measured
in an effective manner.
On the basis of above discuss plan, it can be said that teachers can increase learning skills of
Byron. Some improvements have been seen in Byron after engaging him in meditation and other
activities. So, it can be said that Byron is capable to perform his activities b his own and he just
needs additional support as well as time. By making use of all these strategies and tools, he can
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be made aware to become attentive to learning and teaching materials and growing as like other
normal students.
CONCLUSION
From the above analysed aspects in report, it can be understood that developing inclusive
study environment plays keen role for disable students to be further motivated towards
generating equal opportunities. The research in study has concluded analysis of teaching needs
where Bryon faces difficulty in knowledge retention skills, study skills among various subjects
for which curriculum has to be adopted accordingly. The report concluded Bryon current level of
performance in subjects of maths is good, and teaching aids will improvise his overall abilities to
further intricately adopt positive learning attitude. Research further also concluded Individual
learning plan for Bryon, by taking specific care of his specific requirements in various subjects
and to further generate optimum advancement.
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REFERENCES
Books and journals
Arsan, D. & et.al. (2021, October). App-Based Task Shortcuts for Virtual Assistants. In The 34th
Annual ACM Symposium on User Interface Software and Technology (pp. 1089-1099).
Bal, A & et. al, (2021). Culture, context, and disability: A systematic literature review of
cultural-historical activity theory-based studies on the teaching and learning of
students with disabilities. Review of Education, Pedagogy, and Cultural Studies.
43(4). 293-337.
Boerma, T. & et.al. (2017). Language proficiency and sustained attention in monolingual and
bilingual children with and without language impairment. Frontiers in Psychology. 8.
1241.
Bruce, C., & Aylward, M. L. (2021). Disability and Self-Advocacy Experiences in University
Learning Contexts. Scandinavian Journal of Disability Research, 23(1).
Dalton, E. M. (2022). Diversity, disability, and addressing the varied needs of learners: Guiding
material design and instruction. In Research Anthology on Physical and Intellectual
Disabilities in an Inclusive Society (pp. 395-413). IGI Global.
Fälth, L., Gustafson, S., & Svensson, I. (2017). Phonological awareness training with articulation
promotes early reading development. Education. 137(3). 261-276.
Grimes, S and et.al, (2021). Learning impacts reported by students living with learning
challenges/disability. Studies in Higher Education. 46(6). 1146-1158.
Kellems, R. O., Cacciatore, G., & Osborne, K. (2019). Using an augmented reality–based
teaching strategy to teach mathematics to secondary students with disabilities. Career
Development and Transition for Exceptional Individuals, 42(4), 253-258.
Kohli, A., Sharma, S., & Padhy, S. K. (2018). Specific learning disabilities: Issues that remain
unanswered.
Piedimonte, C. & et.al. (2018). Exploring relationships between joint hypermobility and
neurodevelopment in children (4–13 years) with hereditary connective tissue disorders
and developmental coordination disorder. American Journal of Medical Genetics Part B:
Neuropsychiatric Genetics. 177(6). 546-556.
Price, D., & Slee, R. (2021). An Australian curriculum that includes diverse learners: the case of
students with disability. Curriculum Perspectives. 41(1). 71-81.
Rasooli, A and et.al, (2021). Conceptualising a Fairness Framework for Assessment Adjusted
Practices for Students with Disability: An Empirical Study. Assessment in
Education: Principles, Policy & Practice, 1-21.
Safitri, D. & et.al. (2018). STUDENTS’COGNITIVE ACHIEVEMENT, CRITICAL
THINKING SKILLS, AND METACOGNITIVE AWARENESS IN PROBLEM BASED
LEARNING. European Journal of Education Studies.
Thompson, J. L. & et.al. (2019). Teaching unison responding during small-group direct
instruction to students with autism spectrum disorder who exhibit interfering
behaviors. Education and Treatment of Children. 42(1). 1-23.
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