Inclusive Teaching and Learning Assignment

Added on - Nov 2020

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Inclusive Practice
TABLE OF CONTENTSTASK 1............................................................................................................................................1Inclusive practice and factors influencing inclusive teaching and learning...............................1TASK 2...........................................................................................................................................2Impact of learning environment and cognitive ability................................................................2TASK 3............................................................................................................................................4Impact of organisational policies and frameworks on inclusive education practice..................4TASK 4............................................................................................................................................6A. Strategies to maintain and implement inclusion culture in school.........................................6B. Professionals meeting the needs of students..........................................................................7TASK 5............................................................................................................................................8A. Impact of practice on students and inclusion agenda..............................................................8B. Evaluating strengths...............................................................................................................8C. Continuous development plan................................................................................................9REFERENCES.............................................................................................................................12
TASK 1Inclusive practice and factors influencing inclusive teaching and learningInclusive practices:The behaviour of adults affects the way young children perceive the diversity. Thisdiversity can be in terms of culture, race, religion, race and physical disability. The inclusivepractice is defined as the approach in which every individual is given the equal opportunity,respect and environment irrespective of their diversity factors. Inclusive practices are verycrucial in educational environment, especially for the disabled students (Muhiddin and et.al.,2018). The educational inclusion programs develop an environment in which disabled childrenare provided same education environment as provided to other normal students so that everyindividual can accept the diversity factor from the beginning of their young age.Though exceptional or special education programs are designed for providing theseparate education to disabled children so that their physical needs can also be fulfilled.However, the trend of inclusive education is leading to new range of benefits and needs whichmay overshadow the exceptional education. The inclusion of disabled children with otherstudents helps physically challenged students to receive high quality interventions and support sothat they can develop confidence to accept their diversity among other normal social groups.Factors affecting inclusive educationInclusive education is a challenging task and is influenced by several factors. Thesefactors not only affect the implementation of inclusive practices in educational environment butalso affects teaching and learning strategies. The foremost factor affecting inclusive education isthe resource availability and education environment. The disabled children may require theadditional equipments or assistance in their education. Thus, for incorporating inclusiveeducation schools must be capable to have all facilities so that disabled child can easily acquiretheir education.The acceptance by the society, parents and teacher is another factor which affect theinclusive framework (Sucuoğlu and et.al., 2015). Many parents assume that since both disabledand normal children have different needs and capabilities the same academic curriculum cannotbe effective for the development of both students. Thus, cognitive abilities of the children is alsoan important factor which influences the inclusion strategies. It is possible that ordinary childrenmay not accept the disabled children and the additional assistance given to them like extra time1
or more assistance form teachers. In response to this the disabled children may face bullying orother discriminatory actions (Driessen and West, 2018).However contrary to this in some inclusive programs it is observed that the inclusionpractices can have positive impact on development of child. Through these programs the childaccepts the diversity and unique identity of every child. Thus, it can be concluded that thepsychological and social perspective is also one of the attribute which regulates theimplementation and planning of inclusive practices. The political frameworks and the teachingskills are very critical in inclusive programs. The teachers which provide the education to specialand disabled children are required to have distinct skills and ability to understand the needs andperspective of children.If inclusion programs are adopted by the schools then the availability of the skilledteachers must be assured so that the teachers are capable to assure that the inclusion activities arebeneficial for everyone. Thus, financial consideration so that training needs of teachers andassistive equipments needed for the children are recognised and managed by the educationservice providers. Along with the social, economical and psychological perspective the attitudeof disabled children is also an essential factor to be consider. For instance disabled children maynot feel comfortable in the classrooms of ordinary children who are able to perform every tasknormally. Thus, these perspectives must be taken into account so that inclusion goals can beachieved.TASK 2Impact of learning environment and cognitive abilityThe cognitive ability and learning environment plays significant role in the educationprograms, inclusion and the development of child. The learning environment provided todisabled children is quite different from that provided to ordinary schools. The variations areobserved not only in educational pattern or teaching methods but also in constructional aspects.For instance the special education schools may have ramps, specifically designed wash roomsand sitting arrangements for the children (Al-Yagon, Aram and Margalit, 2016). On the otherhand normal educational institutes may not have these services. Thus, even if inclusion programsare executed then disabled children may not find the infrastructure of the learning environmentas comfortable. It may have adverse impact on their learning capabilities and comfort.2
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