Justification of the Pedagogical Approach

Added on - 28 May 2020

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Running head: INCLUSIVE EDUCATIONINCLUSIVE EDUCATIONName of the StudentName of the UniversityAuthor note
1INCLUSIVE EDUCATIONContentsIntroduction:....................................................................................................................................2Discussion:.......................................................................................................................................3Learning Strengths and Weaknesses of a Child suffering fromAutism Spectrum Disorder:.....3Inclusive Learning Expectations from the Child:............................................................................4Justification of the Pedagogical Approach taken:.......................................................................6Conclusion:......................................................................................................................................8References and Bibliography:..........................................................................................................9
2INCLUSIVE EDUCATIONIntroduction:The term inclusive education refers to an education system that includes both childrenwith special needs with children who are normal according to the social constructs. An inclusiveeducational system allows both kinds of children to be present in the same classroom and learntogether. According to a number of researches, this intermingling of children with special needsand the normal children bring out good results (Armstrong, Armstrong & Barton, 2016).However, it must be kept in mind that an inclusive educational system does to build it up itselfsimply but putting the specially abled and the normal children together in a classroom. To build aproperly inclusive system, planning and organizing the class accordingly is necessary. Theinclusive educational system has based itself up on certain principles, such as, all the childrenbelong together and it is neither necessary nor justified to differentiate them on any basis, thelearning style of every child is different and it is the fundamental right of every kind of childrento be included in a single classroom. For the proper execution of an inclusive educational system,it is necessary that the educators of the classrooms are properly trained and know how to handlea child with special educational needs (Carrington, 2017). The government should also keep aneye on the funding of the schools that promote inclusive educational as it is necessary to haveproper funding to conduct all the events and activities that would make the inclusive educationalplan a success. The following report is going to focus especially on the how the inclusiveeducational system can prove to be beneficial for a child suffering fromAutism SpectrumDisorder.
3INCLUSIVE EDUCATIONDiscussion:Learning Strengths and Weaknesses of a Child suffering fromAutism Spectrum Disorder:The particular child who has been dealt with in the inclusive classroom had beendiagnosed with Autism Spectrum Disorder. As in most of the cases, this student also had somecharacteristics that helped him in the process of learning and worked as his strength. However,some of the regular symptoms of ASD worked as his weakness and slowed down his process andpace of learning. This particular student is in possession of a strong memory. He had been able tomemorize every single thing that had been taught to him over the course of time. It was notalways necessary to write him down the things that were to be taught to him. He would be able toremember even the things that were told to him and could remember it back anytime he wasasked to. He had also shown skills in solving basic mathematical problems. He had been thefastest student in the entire inclusive classrooms to solve the mathematical problems that weregiven to them. However, he was only good at solving problems when it did not include anyverbal communication. Whenever there was an oral examination of the same thing he had writtenon paper he could not comprehend the questions and neither could answer them rally. This hasbeen a problem that he had faced in the classroom and given the fact that this is one of thecharacteristics of ASD, it served as one of his weaknesses.This student had also an issue with the noise that was inevitable in a classroom. He couldnot concentrate and he could shrike panicking whenever the classroom went noisy. This was anissue that needed special attention and the authorised teacher had been very careful in dealingwith that. The teacher had made sure that most of the time the classroom was not overly noisy asthe student had no problem to deal with bearable hums. The teacher had to be present in the classalmost all the time to make sure that the rest of the students did not behave in an unruly way.
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