Task 1a (i). The process of learning best takes place i

Task 1a (i)
The process of learning best takes place in an environment where the elements are appro-
priate and attractive to learner participation and activity. Such environments can easily be estab-
lished through inclusive schooling which has a handy role in creating a more caring, equitable
and democratic society (Sharma, 2014). One of the core benefits of inclusive learning is the fact
that all the children are able to be part and parcel of their community (Churchill et al, 2016). This
is because this approach creates a sense of belonging among the learners which in turn enhances
their desire for participation. Inclusive schooling does not only improve the effectiveness of the
learning process but also prepares the learners for life in the community as children and also
when they grow up. Inclusive schooling provides better opportunities for the learners with varied
abilities. Through inclusivity, a learner is always surrounded by others. This improves their moti-
vation towards the process hence making learning more effective. Despite the varied abilities, the
learning platform is made uniform for all which reveals the aspect of equity.
Through inclusive schooling, the interaction between learners with one another gives
room for the creation of friendships and positive relations which eventually establishes a society
punctuated with care and individual responsibility. It would also be important to note that inclu-
sive schooling takes the pressure and overall responsibility off the teacher. The parents are also
involved in assessing the progress of their children while also monitoring the activities in their
schools (Young, 2013). This creates an environment of accountability which is core element in a
democratic society. Due to the fact that inclusive learning develops individual strengths and
gifts, the expectation of the learners is often raised. Their level of participation especially in the
group activities eventually improves. Inclusive schooling therefore creates an environment which
is not only beneficial to the learners but also to the teachers and parents (Leopold, 2012).
Task 1a (ii)
In my placement, Rob was a 5 year old boy with a learning problem which affected his
concentration levels in class as he could hardly focus during the class sessions. Under the NCCD

model, the level of disorder could be categorized as advanced Attention Deficit/Hyperactivity
Disorder (ADHD). Additionally, he couldn’t stay on one task during the class activities due to
his hyperactivity. The problem equally impeded his social interactions with the other learners
who in most cases would not want to stay around him due to his rough behaviour; he could hit a
classmate for no particular reason.
Because the disability was at an advanced stage, a substantial level of adjustment was
necessary as a remedial approach. The objective was to adress the specific nature and impact of
the boy's disability. Under the Nationally Consistent Collection of Data on School Students with
Disability model, adjustments were identified and made in a bid to help the boy stay focused in
learning while also having his behaviours towards the others change positively. With reference to
the substantial level of adjustment, there are two approaches which could be applied to correct
Rob's situation, these include administration of medication as well as behavioural therapies (De-
partment of Education and Training, 2018).
The teacher initially had a talk with the boy’s parents to ascertain if they had noted any
deviant behaviour in their son even while back at home and if he was in any form of medication.
The discussions were fruitful as the parents admitted to the fact that Rob would hardly stay fo-
cused while performing tasks at home. The parents agreed to take this up medically with occa-
sional follow ups and reports on his progress (Nationally Consistent Collection of Data, 2009).
Back at school, behavioural therapy was administered. The boy was instructed and
guided on various aspects of social behaviour while around the others. The teacher closely moni-
tored his behaviour especially during the group activities to ensure he wasn’t rough but partici-
pated healthily around the others. The medical solutions and the behavioural therapies worked
effectively since he showed tremendous change in behaviour (Özerem & Akkoyunlu, 2015).
Despite his disability, the boy was not isolated but as part of behavioural therapy allowed
to interact and actively participate around the others. This was however done under the close
watch of the teacher who would guide and correct him appropriately (Loreman, Deppeler & Har-
vey, 2011).
Task B - Collaborative learning

Collaborative learning involves the creation of a classroom community in which learning
emanates from the students participation in a given set of activities in addition to interaction with
one another in a group set up. (Baines, Blatchford & Webster, 2014). I implemented the design
on kindergarten learners. The main aspect of the activity involved placing the learners in groups
where the collaborative approach involved a cooperative learning arrangement.
I initiated the activity by forming groups which comprised about 5 learners. This was
done in order to ensure each member of the group had an opportunity to participate while also
learning from the others. There were 5 groups in total for the session which had been scheduled
to run for 40 minutes, a normal lesson duration.
The lesson was guided by both the principles of inclusivity and problem based learning. The trig-
ger material involved a set of colours which the learners were expected to observe and identify
correctly by noting their names. Additionally, the group activity involved mixing colours, mak-
ing observations and recording the outcomes. The core objective of this activity was to assess the
leaners’ ability to correctly identify colours hence demonstrating the desired visual and cognitive
abilities. The second activity involved sound identification. In this case, I played a prerecorded
sound and learners in groups discussed and identified the sound. The objects of reference here in-
cluded; a bell, a siren, a crash and sounds made by domestic animals. The objective of this ses-
sion was to monitor the ability of the learners to use their hearing abilities to make correct deci-
sions.
In a bid to enhance inclusivity, each member in the group was given a role (Conway,
2017). The roles included: making observations, recording observations, showing the colours and
leading discussions just to mention but few. To ensure active participation from the members, the
roles were alternated occasionally.
During the session, I closely monitored the activities as they unfolded. Correcting and
guiding the learners where necessary. I took part as a facilitator while allowing the learners
enough room to explore every opportunity that would allow them to learn. Additionally, the
groups were randomly formed without any prior consideration of the learners various abilities.