Teaching and learning in inclusive setting

This article discusses the notion of quality teaching in inclusive schools, with a focus on learning difficulties as an aspect of diversity. It covers the importance of promoting inclusive education, identifying individual differences, and executing learning strategies for all students. The article also highlights the role of organizational culture and policies in promoting inclusion, and provides recommendations for enhancing inclusive educational programs.

Running head: Teaching and learning in inclusive setting 1
Teaching and learning in inclusive setting

Teaching and learning in inclusive setting 2
Contents
Introduction......................................................................................................................................3
Diversity of students in schools and the promotion of inclusive education....................................4
Notion of quality teaching by choosing one aspect of diversity (Learning difficulties).................5
Conclusion and recommendations...................................................................................................9
References........................................................................................................................................9

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Introduction
Learning difficulties is been chosen for this assignment as one aspect of diversity. These
processing issues can hinder with learning basic skills like writing, reading or math. They can
also obstruct with higher level of skills like time planning, long or short term memory and
abstract reasoning. Quality teaching is concerned about the attainment of student involving the
social outcomes and helps high standards of student for better outcomes for diverse group of
students. The quality teaching framework is integrated in entire teaching and learning programs
to make sure that quality teaching is necessary component which is being provided during the
school (Ashman, 2015). Along with that it provides to staff with a platform for the purpose of
critical reflection and analysis of latest teaching practices in which the guide planning of
classroom and assessment practices are used. The notion of quality teaching in comprehensive
schools will be mentioned by taking reference to one aspect which is learning difficulties. It
brings the de-motivation in the child and in such condition the role of teacher with quality
teaching play an integral role (Aydin, 2012). The review of the research and practice literature
will be described by taking help of numerous journals and academic literature regarding selected
one aspect which is learning difficulties. At last the educational implications of learning
difficulties which is one of aspects of diversity will be given so that the further research can be
facilitated.

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Diversity of students in schools and the promotion of inclusive education
The promotion of inclusive education in the schools has the huge importance itself because it
assist student to get knowledge about the specific topic in better way. Quality teaching is
responsive to the learning process of student as it is able to provide the adequate and effective
approach to learn to the diverse student. It has been found in the term of law that inclusion is
involved in the law and its practice comes from the federal law governing special education. The
group of diversity is elaborated the simple means identifying that all people are not same. Their
difference can be including of their athletic ability, background of cultural, reading ability and
personality religious beliefs. The promotion of inclusive setting can be done by recognizing the
different needs of the different student. There are some key principles which would be able in the
promotion of inclusive education.
Increase the participation to enhance the educational opportunity for all learners: it
includes the concern of wider range of learners who are at risk of exclusion from the
opportunities of education and resulting in school failure. It has been analyzed that the goal of
the inclusive education is to huge access to education and to promote the participation of the
learners. Inclusive education can be enhanced by getting the cooperative learning where learners
help each other in various ways (Aydin, 2012). Different culture of group can involve in the
inclusive education by getting approach such as goal setting, alternatives routed for learning and
different instructions.
Training and education in inclusive education: training for inclusion includes the different
knowledge and skills in team work and differentiation and meeting diverse needs.
Differentiation in the class room allows a teacher to support individual in learning which

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encourage them to get motivated. It is vital for the teachers to share the training opportunities for
professionals by taking help of different services in order to assist efficient collaborative
working.
The role of organizational culture and ethos in the promotion of the inclusive education: A
shared culture and ethos is dependent upon the positive attitudes at the school which welcome
the diversity of the learners in the classrooms. The involvement of different stakeholders is
necessary for inclusive education because it helps student to understand the different learning
environment.
Policies and legislations to promote inclusion: the promotion inclusive education needs a
defined stated policy. According to the article 24 of the CRPD, asserts the right to education as
per the equality of opportunity for every child. It has been emphasised by CRPD that this should
be given in inclusive systems at all levels. It Cleary needs that children with disabilities are not
excluded from the common education system as per the disability. They are allowed to inclusive,
quality education on the equal basis with others in the society in which they live (Inclusive,
(n.d.).
Notion of quality teaching by choosing one aspect of diversity (Learning difficulties)
There are various dimensions which has different elements in the context of quality teaching.
These dimensions are academic quality, quality learning environment and implication which
cover various parts of education in it. The one aspect is chosen of learning difficulties which can
be considered as the huge issues in the school. Neurologically-based processing issues are one
kind of learning difficulties. These developing issues can obstruct with some basic skills of
learning such as writing, reading or maths. The role of quality teaching in learning difficulties of

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the child is huge as it can help them to learn the technique of learning. The quality teaching can
reduce the impact of the lack of learning over the children and focuses on the weak point of the
child and encourages them learn more (Sailor, 2015). There have been lots of efforts globally to
involve the children who have disabilities in the educations mainstream (Inclusive, n.d.). It is
necessary to think about and integrate children with particular requirements in to regular schools.
It is because these children face the issue of learning things in their life which make them
discouraged to learn new things. A classroom is involved the number of students from different
cultures and it has been realized by teachers that the value of adapting each student as epic.
Inclusive education helps teacher to provide the quality teaching to the student by adapting thee
different kinds of activities in which different student from different culture can participate and
learn new things (DeMatthews, 2015). These activities facilitate them to understand various
concepts of education in one way even though their individual goals can be varied.
Students with learning difficulties
Students with learning difficulties are elaborated as those who are unable to understand the
academic areas. These kinds of student require additional support or extra assistance to
accomplish the task or to understand the specific things whether it is easy. There are different
authors has written about the learning difficulties and suggest that learning difficulties are reason
of deficits of neurological. It has been found that various researchers has argued on learning
difficulties and said that it is the cause of lack of opportunities and exposure to literacy. Along
with that lack of motivation to the student is the major reason of the learning difficulties. The
written texts of students who face the issue of learning disabilities were featured by lack of ideas
that stop them from enhancing their ideas (Mammarella, Ghisi, Bomba, Bottesi, Caviola, Broggi

Teaching and learning in inclusive setting 7
& Nacinovich, 2016). It has been found that specific issues with lack of continuous revisions
enable them to prevent and identify of contradictions and organizational errors.
It is vital to create the essential legislative and policy framework and strengthening cross-sectoral
community based services. The role of quality teaching is huge as it has been recognized as a key
influence on high quality outcomes for diverse students. It has been found that the around 59%
of variance in the performance of student is attributable to differences between the classes and
teachers, on the other hand, up to 21% is attributable to school level variables (Alton-Lee, 2003).
In context of motivation, the students with learning difficulties have low motivation and they get
afraid of failure in task. They often have lower self concepts of academic that their classmates.
Notion of quality teaching in inclusive schools
Inclusion needs a huge vision and certain competencies for all teachers of the school. It is
essential for the teachers to get know about the diversity in the classroom. The quality teaching
would be increased by adapting the professional of researcher by student to enhance the
knowledge of student with learning disabilities. The quality teaching would be enhanced by
searching the various aspects about the educative reality which has intellectual skills to define
the diverse culture, face challenges and develop the innovation in the education filed (Eisenman,
Pleet, Wandry & McGinley, 2011). The inclusion teacher must have the knowledge, skills and
attitudes that the aim of all teachers of school to involve in the student’s learning. They need to
focus on developing the inclusive projects by involving the diverse teaching strategies
(Brandenburg, Klesczewski, Fischbach, Schuchardt, Büttner & Hasselhorn, 2015). The notions
of quality teaching in inclusive schools are defining below with considering the learning
difficulties as the aspect of diversity.

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High social and community content
It is vital for enhancing the inclusiveness in the school for giving support to the student with
learning disabilities; the Teacher Preparation Programme must involve subjects with high social
and community content. It is necessary for the teacher to be more responsive to the needs of the
students and the environment (Burge, 2017).
Identifies individual dissimilarity and execute learning strategies for all
The inclusive teachers promote the different kind of learning strategies in the classroom to
enables student with learning disabilities to learn new things in different way. In inclusive
education, the classrooms are energetic and have the various roles and interactions. Quality
teaching amplifies where teacher go beyond her skills and adapt new techniques to teach student
with learning difficulties. They use smart board and different technique to motivate them.
Collaborative work
The inclusion is invested on a collective of efficient teachers, making decisions and solving
problems in order to get better the efficiency of the school and to amplify the learning for the
student with learning difficulties (McLeskey, Waldron, Spooner & Algozzine, 2014).
Interpretative and critical paradigms
The inclusive teachers have potential to teach student in effective manner because they have firm
skills in action research methods. This concept develops the conditions for dialogue and
collaboration. The dialogue required for relationships and the teamwork is the identification of

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otherness. Collaboration carries the value of the other as implicit that implies occupations and
strengths.
Contextual preparation
The contextual preparation is the notion of improving the quality teaching in inclusive school in
the context of learning difficulties. It must be represented to all in the time of training process
making with multi-directional flow between experiences and theoretical close to educational
field (Acedo, 2011). It involves major three steps in which first step is re-implication of school
experience of further teachers which is considered as the most important period. The student
with learning difficulties should be considered in this term. Second step comprised the approach
to numerous contexts of school children such as planning activities and presentations of
experiences. The third step of this concept is professional practices in real environments in which
the teacher should apply activities in the school for reducing the impact of learning difficulties.
Equality
Equality is considered as the major component of educational quality which defines that the
quality education is the right of every human. It helps to develop the effective relationship of
education to enhance the models based on social diversity and social cohesion. Quality teaching
enables student to cope up with the learning difficulties as they get support from the teachers in
various way and get motivated which help them to learn new things in an appropriate manner
(McLeskey, Waldron, Spooner & Algozzine, 2014).
The inclusive education as the removal of that which excludes and marginalises

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Restructuring education is a multiple and difficult task that attains into the depth structures of
education to develop various practices, cultures and policies. There are number of challenges that
are liable to create the constant barriers in the inclusive learning in the school. Australia is the
country of full of diversity and ethnic groups with different understandings of disability that
might inform behaviour towards inclusion. The learning difficulties cannot be reduced within
the school because of existence of a lack of time, improper training resources and techniques and
a lack of school support to the student. As conceptualization of inclusive education, it is
complicated to measure the efforts of inclusive in quality teaching by varying perspectives and a
lack of accepted viewpoints and criteria (Faragher & Van Ommen, 2017).
Figure 1: The input processes outcomes model
Source: (ARACY, 2013).

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Figure 2: themes for enhancing inclusive educational programs
Source: (ARACY, 2013).
This model depicts that various inputs has the some processes which provides outcomes. In the
context of learning difficulties, it has been analyzed that there are number of models of teacher
quality not only in Australia but also in internationally, involve criteria relevant to inclusive
teaching. However, effective links are made between cultural contexts and school in which
students are socialised, to assist learning (Alton-Lee, 2003). It has been found that Australian
Government has provided huge support to the schools for encouraging the quality teaching in
inclusive. The South Australian Department of Education and child development defines that the
students with learning disabilities policy provides a framework to the teacher for making sure
that all students of the school with certain disability can enjoy the advantages of education in a
sympathetic environment that give preferences to the inclusion, diversity and the involvement of
the students (Cumming & Dickson, 2013). Due to support from Australian government, there are
35 special units, 15 special schools and 85 unique classes in South Australia (ARACY, 2013).

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Conclusion and recommendations
In the limelight of above discussion, it has been concluded that the quality teaching in the school
can emphasized the quality of the student with disabilities. The report is made on the teaching
and learning in inclusive setting in which the discussion has been made on the Diversity of
students in schools and the promotion of inclusive education. Learning difficulty has been
chosen as the aspect of diversity. It is essential to think about and integrate children with
particular needs in to regular schools. It is because these children face the issue of learning things
in their life which make them discouraged to move ahead in learning new things. It has been
found that specific issues with lack of continuous revisions enable them to prevent and identify
of contradictions and organizational errors.
It has been recommended that a policy of inclusion needs to be executed in all schools and it
need to become effective centres where students get prepared for moving ahead in the life. It is
necessary for the government of Australia to focus on the rural areas where the preparation of
teachers for rural special education programmes should be made in different manner (Burge,
2017). The nature of inclusive education for the student with learning difficulties should be
flexible and parents should have the right to involve in the decisions of their children. Student
oriented components like transport allowance, medicines, books and stationery, assistive devices,
therapeutic services and teaching learning materials should be provided to the need student of the
school (Singh, 2016). The attitude of teacher in inclusive education could be developed and
made in the term of an educational system which can give some certain conditions for improving
the practices of good education in this field.

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