Inclusive Practices in Education for Students with Special Needs

This article discusses inclusive practices in education for students with special needs. It covers strategies for inclusive teaching, individual learning plans, and more. The article also includes a case study of a student with hearing impairment and learning disabilities.

Running Head: INCLUSIVE PRACTICES IN EDUCATION
Inclusive Practices in Education
Name of Student
Institutional Affiliation

INCLUSION PRACTICES IN EDUCATION 2
Introduction
Inclusive practices refer to a great approach that teachers usually use in their mode of
teaching by considering the whole diverse population in a school. These practices are useful in
the aiding of students to have an easy time in the assessing the content taught in the school
curriculum. The student is also able to participate in the learning activities fully and thus
illustrate their skills and capabilities at the appropriate assessment (Gordon, Meyer & Rose,
2016). Good instructions and full expectations make the children who are in school with
disabilities to effectively learn various academic skills. However, the inclusive education
enables everyone in the classroom to benefit as they learn at own speed and method in the
environment that allows them to nurture themselves both in the classroom and outside the
classroom.
Inclusive education practices thus refer to the activities that encompass the instance of
students in the school is accepted as a whole regardless of their current conditions of special
needs. However, the type of exceptional education involves students who need adjustment of
services to meet their needs be it physically, psychologically or spiritually (Udvari-Solner, &
Thousand, 2018). Teachers should be adequately trained to disable the student with all the needs
of the students with the best way possible in the classroom. These inclusive practices involve
additional activities which enhance the methodologies of the teaching practice. The paper
illustrates the instructional methods which aid in the inclusion of students with special needs.
Special needs in the case study
The special needs evident with the student in the case study, Ava is highly reflective of
the requirements by the student. The student in the case majorly suffers sensory, learning

INCLUSION PRACTICES IN EDUCATION 3
disabilities and physical defect of the student and all the conditions which make the student learn
indifferently from the fellow peers (Houseal, Abd‐El‐Khalick & Destefano, 2014).
From the case study 6. Ava is a ten-year-old child who has difficulties both in hearing
and learning Ava has got hearing impairment which hinders swift learning in school. Levels of
anxiety usually thrive in her and have problems in managing her emotions. The anxiety levels
make it difficult for Ava to maintain positive relationships with her fellow peers. Learning in the
classroom has been difficult for Ava as abiding by the given instructions and ensuring that the
pending task is completed is difficult. This is also attributed sto the weak muscle tone (Clark,
Dyson & Millward, 2018).
From the case study, Ava’s particular areas of finding help are all the factors and
elements which will better her hearing impairment. This skills needed entails numeracy, the
language perception of Ava and the literacy levels of education in Ava. She should be taught the
academic abilities through the direction of useful instructions and higher expectations. Ava needs
to be guided through direct instruction due to her hearing impairment (Armstrong, Armstrong &
Barton, 2016). Due to her anxiety levels in the classroom which make it hard for Ava to be in a
positive relationship with her colleagues, she needs to be taught one concept at a time in the
school. Ava has problems in relating with her peers; she needs to be taught on the fundamental
reasons behind collaborating with her classrooms in the learning outcomes.
Inclusive teaching practices
The inclusion of children in classrooms with disabilities varies among the various
individuals. It majorly involves the schools in the neighborhood where the children with
disabilities usually interact and have positive relationships with fellow children in the community

INCLUSION PRACTICES IN EDUCATION 4
and those living at a proximity to the children with the limitations. Teamwork of the teachers is
also crucial towards the collaboratively making enhanced decisions concerning the effective
programs for the needs of the children with disabilities (Phillips, 2016).
The teacher should provide learning opportunities for students with disabilities such as
Ava who have the hearing impairment to do their classroom tasks in groups. This corporative
strategy is efficient towards ensuring inclusiveness in the classroom. For this strategy to be
successful, the task given to the student must first be authentic and useful for the students to
work on while in the groups. The objective should be to ensure small group learning. The
installation of cooperative traits to the students is critical. This is necessary for ensuring that the
task given to the group is done by the students depending on one another to complete the work
assigned to them (McLeskey, Rosenberg & Westling, 2017). The students in the teamwork
should thus be held accountable on an individual basis regarding the task.
Teaching learning strategies all together with the content requirement in the classroom.
This entails strategy instruction which may be referred to the direction in which the student as in
the case study, Ava is taught on how to learn and perform in the school. The teacher should
ensure the student with disabilities is incapacitated by the provision of the learning strategies
which aid the student in learning in the classroom and performing both in the class and outside
the school (Kline, 2015). Learning strategies encompass text reading, the organization of
learning materials in the required order, information memorization, participation of the school
tests I the curriculum and note taking. These learning strategies enable the student with
disabilities to easily approach the problematic tasks effectively; the students are also guided on
the thoughts on the particular functions and actions to take in the tests. The learning strategies

INCLUSION PRACTICES IN EDUCATION 5
are also crucial in ensuring that the students complete the tasks assigned to them on a timely
basis and completed fully (An & Meaney, 2015).
Use a variety of co-teaching methods. It is essential for the teachers who guide the
students with disabilities to collaborate with fellow teachers by regular teaching. This s
organized through planning for the co-teaching weekly and defining respective responsibilities in
the co-teaching strategy. The partners should then work on the plan and haring the workload in
the classroom (Skochelak & Stack, 2017). Co-teaching involves four instances: alternative
teaching, station teaching, interactive teaching, and parallel teaching. Interactive education
consists of the teacher exchanging the various responsibilities in the presentation and assessment
of the instructions. Parallel teaching is the co-teaching means where the students are separated
into the mixed-ability groups and the partners each the same content to one of the groups.
Alternative education involves the situation whereas one teaches the material to a portion of the
classroom, the other co-teaching partner monitors the rest of the students. Station teaching
involves the small part of the students making rotations in different stations to acquire
instructions (Wingate, 2015).
Implement a universal design for learning. This is an approach that makes education
available to a wide range of students regardless of their needs and strength. The experts in the
universal design for learning argue that it is vital in enabling the students with special needs to
learn many things thus express themselves in various ways. However, to assess the skills, the
students are utilizing their strengths and practice effectively the sectors of need at the same time.
The approach thus is useful in the planning and mapping in the curriculum in the classroom
works (Kurth, Lyon & Shogren, 2015).

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Support vital life skills. In support of student with special needs, it is necessary to always
support all the life skills towards contributing to positivity to the lives of the students. These life
skills are useful in making the student be a contributive individual to the society (Gordon, Meyer
& Rose, 2016). This occurs through the teacher emphasizing and developing self-reflection to
both long term and short term goals of the student’s curriculum in the school. The teacher is
required to organize and plan on a specific day of the week where the students can re-organize
their notebooks and binders and cleaning their backpacks.
Individual learning plan
This tool is useful in planning and monitoring the student through customizing the
various learning opportunities towards the achievement of the student objectives in school. In the
case study, the student Ava needs the individual learning plan framework to aid her in the
personalization and proficiency to the student with her hearing impairment to achieve her short
term and long term goals (Gordon, Meyer & Rose, 2016). The ILP framework is vital in ensuring
that the student Ava is development in regards to setting her own goals to be it short term or long
term and making wise decisions in line with skills which tend to support her learning in the
future periods (Pearson, 2017). The individual learning process hence focuses on the
responsibility and transparency of the student in the case study Ava in her learning through the
incorporation of attitudes and perspectives of learning traits that lead into the achievement of
both short term and long term goals of the student both in the classroom and outside the
classroom.
The Individual Learning Plan for the Student

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Name of the Student_____________________________
Name of the teacher _______________________
Region __________________________
Institutional Affiliation_______________________________
Key Concept of the Curriculum Assessment Score
Fluency – The potentiality of being
able and capable of reading written
sentences accurately and quickly. The
students who are fluent usually are very
quick in expressing their language. Slow
readers of language texts are not fluent as
they read the text word by word.
 Advanced
 Proficient
 Partially Proficient
 Novice
Comprehension – Having a clear,
in-depth understanding and knowing what
one is reading in the particular text that is
in written form.
 Advanced
 Proficient
 Partially Proficient
 Novice

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Vocabulary – The words that the
student has to know how to pronounce and
effectively speak them.
 Advanced
 Proficient
 Partially Proficient
 Novice
Phonemic Awareness – The
potential of identifying, thinking of and go
word by word alongside with the personal
sounds which are in spoken form.
 Advanced
 Proficient
 Partially Proficient
 Novice
Phonics – Educating the student on
the interdependence between the letters of
the text in the written form and the personal
sounds of the language that is in spoken
form.
 Advanced
 Proficient
 Partially Proficient
 Novice
Result Interpretation as in the Table
Advanced –Above the level of the students in the grade. This is above the expectations of
the average student in grade.
Proficient – Is standard with the grade levels of the student in the school curriculum.

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Partially Proficient – Striving towards the fulfillment of the expectations of the student in
this level.
Novice – Not according to the level of expectations of students in the grade.
Short term goals of the student
 __________________________________________________________
 __________________________________________________________
 __________________________________________________________
 __________________________________________________________
Long term goals for the student
 __________________________________________________________
 __________________________________________________________
 __________________________________________________________
 __________________________________________________________
Instructional Techniques
 __________________________________________________________
 __________________________________________________________
 __________________________________________________________
 __________________________________________________________
Teacher Comments
___________________________________________________________________

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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________ ______________________________
Conclusion
Inclusion refers to the situation of being incorporated into being a section of something.
Inclusive education is key in ensuring that diversity in the student sis enhanced. The students can
learn together under the same building and taught by the same teacher (Guardiola, Barratt &
Omoruyi, 2016). These inclusion practices enable the student with disabilities to enhance their
potential with the useful expectations for all the individuals. They are vital in enforcing the
students to work on the personal objectives and goals while still participating in the classroom
life with fellow peers. The students are also I a position to incorporate their parents into their
educational activities.

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