Inclusive Practices in Education for Students with Special Needs

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

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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

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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

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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