The Inclusive Secondary Teacher: The Leaders’ perspective on Research Teaching & Learning

Research Teaching & Learning
Research teaching from article ‘The Inclusive Secondary Teacher: The Leaders’ perspective
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Introduction.
The aim of the assessment is to account for the inclusion of all students in the k-10
mathematic syllabus as described by the article (Zeichner, 2012). The article describes
teacher's perspectives on accommodating all students in schools despite the different features
such as physical, social, linguistic and other conditions which bring differences amongst the
students. The purpose of this write up is to analyse how inclusion is important for learners.
Recommendations on the teaching are based on KLA which is maths. Australia has
formulated policies to incorporate all students in all technical subjects including in maths.
These policies include Disability Standard for Education 2005 whereby it advocated for the
rights of disabled students who were to be allowed to join different schools within the
country (Smith, Polloway, Patton, Dowdy, 2014).
Inclusion is currently viewed as the controversial topic which is involving the current
education. Generally, the overall success of students with the disabilities in maths always
depends on the perspectives of the teachers. In most cases, the aspect involved in
implementation can fail if teachers and support available may fail to offer maximum
commitment in k-10 mathematics syllabus and new stage 6 mathematics lesson plan. Smith et
al, (2014) show that inclusion is basically referred to as the acceptance and honor to all
people within society. After the introduction of inclusive policies in Australia, the number of
students joining schools for k-10 mathematic syllabus has increased.
Critical summary
In addition, inclusion in k-10 mathematic syllabus takes into account individual needs
for all students in schools before placing them in the entire education classroom. All the
models in teaching maths concepts focus on key values such as fairness, justice, and equity
which each leader in schools should use when teaching students.

Research Teaching & Learning
Structure of the data by use of Shulman's domains
Korthagen (2010) describes how Shulman's domains have been used by the author to
structure the data obtained from the leaders on the issue of maths teaching in schools.
Firstly based on the knowledge of curriculum, content and pedagogical knowledge, the author
shows that all leaders teaching K-10 mathematics concepts were comfortable with the
subject. All the secondary schools in Australia incorporated maths curriculum which was
essential for the inclusion education. The concept of pedagogical content assisted teachers to
have a broad knowledge of the use of apt strategies to teach maths techniques for all students
in schools.
Korthagen (2010) indicates that the maths field in Australian schools has been left for the
special students only. Reports from the leaders show how student's databases were used to
provide information on some of the challenges experienced by students with disabilities in
handling maths related courses in school. Inclusive teachers are aware of the goals of students
in math class. The leaders argued that inclusive teachers knew what the students want when
learning maths techniques. Some argued that students were to be shaped on skills received
from different subjects in class, for example, Maths (Harvey, Yssel, Bauserman, Merbler,
2010). Recommendations
As seen in the article teachers are recommended to ensure they carry out various practices so
that they can understand all learners regardless of their social incapacity, disability, and slow
learning.
Teachers should have a wide knowledge of the learner and their characteristic. Teachers in a
classroom setting should ensure that they relate well to the learners in order for them to
understand their personal needs, weaknesses, strengths, and challenges. By doing this
teachers are able to be inclusive (Borg, 2011). In order for teachers to map maths skills on

Research Teaching & Learning
child development, they should observe students emotions, social and behavioural
characteristics. This helps them to identify how a child's disability affects him/her and
support the learner to successfully move to the next stage.
They should also have personal knowledge of the kids. Personal background research is key
to understanding a particular child. This helps the teacher to understand the learner and
identify ways to help and advice in case of a maths problem (Hagger, McIntyre, Wilkin,
2013). The teacher acknowledges the strengths, experiences, history, personality, and
interests of children. This interaction enables a teacher to help learners to relate well in class.
Teachers should also form a situation where they are able to reward the students including
those with a disability for a task well accomplished (Danielewicz, 2014). This motivates them
to achieve even more in maths assessment thus improving the classroom activities.
These particular recommendations will be considered in order highly modify a sample Maths
lesson plan. The lesson plan gives adequate information on how maths will be taught in
school. It mostly focuses on understanding the quadrilateral figures in maths content. It has a
section indicating data analysis in the class. Each concept is clearly shown with the exact
date. A given section of stage 6 Mathematics sample unit From NSW Syllabuses has been
chosen for modification as seen in Appendix A. The entire topic focuses on evaluating data
from various primary and secondary sources
Data interpretation and crucial evaluation and adjustments
Time /date
Calculating area and volume for special quadrilaterals
Calendars/season of study.
Data displays.