Inclusive Education: Scenario 1 Analysis & Adaptive Teaching Methods

This report analyzes a classroom scenario to explore effective inclusive education strategies for students with diverse learning needs, including those with vision impairment, learning disabilities, and autism. It emphasizes the importance of adaptive teaching approaches and inclusive techniques to integrate all students and address their differentiated learning requirements. The report discusses specific barriers to learning for each student in the scenario and proposes strategies such as multimedia teaching modules, graphic adaptations of literature, and interactive technology to enhance engagement and understanding. It also highlights the significance of individual learning assessments, parent involvement, and the use of mass media to promote inclusive ideals, ultimately aiming to create a mutually beneficial learning environment for all students. Desklib provides access to similar solved assignments and resources for students.

Running head: ASSIGNMENT 2 SCENARIO 1 ANALYSIS
ASSIGNMENT 2 SCENARIO 1 ANALYSIS
Name of the Student
Name of the University
Author Note

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Introduction
The topic of the essay concerns the effective practices that can be utilized towards
gaining better educational outcomes for students with learning disabilities. The classroom
scenario 1 has been selected in which the prospects of strategic learning approach in a suburban
primary school is analyzed. The school has a student named Maria with vision impairment
issues, students John and Helen have difficulties in learning and there is a child name Bob who is
autistic to an extent. The traditional education and learning methods focus towards increasing the
understanding, cognition levels and knowledge of the students. However, all the students do not
have the same learning capacity or capabilities. The learning area that will be focused through
the study will be English learning. The teaching approach will be the most crucial aspect that
will be governing the essential learning aspects of the diversified students. It is important that
optimally sufficient teaching methods are utilized towards positively impacting the learning
outcomes of the students. Inclusive and adaptive teaching techniques will be utilized in order to
effectively support the students with diversified requirements (Tomlinson, 2014). The scenario
of the class is suited to this kind of teaching because of the diverse kinds of students. This
approach can also help towards effectively integrating the students for a successful learning
experience.
Teaching Strategies and Rationale
It is essential that for the better educational outcomes of students with identified
disabilities effective teaching approaches are used. Adaptive teaching approaches usually
emphasize towards improving all the diverse students together. It is a basic approach in which
the differentiated requirements of the students are addressed through a system that caters to the

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different requirements of the disabled students while implementing the same curriculum for all
students of the clsss. The advantage of this kind of approach is that rather than a being a
framework to identify the weakness of a person it is a framework that is pointed towards the all-
round positive development of the individual. The scenario that is being considered in the study
is that of many disabled students in the same class with other medium performing and some high
performing students.
There are certain identifiable barriers that can be seen among the disabled students if the
scenarios are examined carefully. It is important that the separate requirements of the students
are effectively judged in order to reach significant conclusions. The barriers to each of the
disabled students learning need to be essentially focused. Maria is a student who has vision
impairment and uses braille machine for her learning tasks. Moreover, she is not motivated due
to her disabilities and cannot interact much with her classmates. The essential barriers to her
learning are her unwillingness towards other modes of learning apart from her books. She can
gain only limited development due to her reserved attitude and this can in turn make her
disability affect her more profoundly. The essential barrier for Helen and John are their inability
to developed autonomous learning approaches. They can face significant issues when they will
be required to learn on their own. This can hamper their growth in the future. They might not be
able to function on their own concerning their learning requirements and this can certainly
aggravate their existing learning issues (Reid & Kagan, 2015). John’s inability to read and write
is his most important disability and a crucial barrier to his learning prospects. Bob is on the
autistic spectrum and his main identified barrier to learning is his low self-confidence. His
decision making functions can be affected in the future due to the same. Moreover, his

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aggressive behavior when faced with difficult situations and reluctance to perform difficult tasks
are a significant barrier.
As mentioned above the teaching approach that will be utilized will be the inclusive and
adaptive approach towards teaching. The learning area will be English, thus, the approach will be
utilized to integrate all the students towards learning the subject and at the same time
acknowledge and systematically approach the differentiated learning requirements of the
diversified students. Inclusive approach is very much required in order to integrate all the
different students in the same classroom (Subban & Round, 2015). The teaching will be done
side-by-side and the non-differentiated students will be taught along with the students with
disabilities. It is much important that the two groups learn to respect each other’s difference from
primary schools in order to develop into responsible individuals that can improve the social
situations that are present (Westwood, 2018). In order to put the integrative and adaptive
approach to practice, the teacher will have to effectively integrate a large number of staffs and
the other students in the class. Integrative classes will require the effective participation of
students and the essential planning by the teacher which is bound to increase the work load
(Buli-Holmberg & Jeyaprathaban, 2016). The teacher will have to form separate plans to
approach the needs of the students that require special care in a way so as to integrate them
within the curriculum.
A systematic plan needs to be created for helping the students with separate disabilities.
The teacher will definitely require the help of some of the co-workers or assistant teachers to
effectively help the students with diversified requirements (Pfister, Opitz & Pauli, 2015). The
student suffering from blindness should be given more opportunities to interact with the peer
classmates. Maria should be approached on a personal level. She does not interact much with her

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classmates. She should be made to understand that she is just like her other classmates. New
techniques for teaching should be implemented for her to understand the English course better.
John and Helen would require assistance in order for them to interact more in class. In order for
Bob to freely integrate into the learning process, initially a bit of assistance might be required
from his mother. The essential factors that need to be integrated into the learning process will be
effective communication, effective usage of required technology, effective integration of the
class and approaching the diversified needs of the students without segregating them.
The resources that can be effectively utilized are better technology, better communication
mediums and improved content. Since, the selected learning area is English, usage of graphic
adaptations of classic English novels can be made in order to attract the attention of the students.
For students such as Maria, multimedia teaching module can be used (Chan & Yuen, 2015).
Since she is only used to using braille machine, it is important for her to explore other modes of
learning. Varied modes of learning will ensure that all the students can engage with the
classroom teaching techniques in some way or the other. The other students like Helen and John
are facing difficulties to understand oral teaching. Thus, an integrative teaching technique
dependent on imagery can be used. English literature depends on a lot of essential books (Zhao
et al., 2018). The literary works can be presented through media channels and slide shows with
more interactive aspects being shown. Bob can be approached through ways that can help him to
understand the English lessons better. An important way is to ask the students after each learning
session, whether or not they have been able to properly learn their lessons (Thornley et al.,
2017). The questions that are asked to the students can be closed ended at first. Hence, the
teacher need to directly ask whether any lesson has been helpful for the student or not. The

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different students need to be sometimes asked questions according to whether or not they have
been able to properly interact in the class.
The materials that would be utilized for the program will be interactive technology like
laptops, projectors and other essential gadgets. The utilization of recent gadgets that can be
effectively used towards the better presentation of learning modules can be used. Audiovisual
learning channels are must require (Kurtts & Gavigan, 2017). This will make sure that the
lessons are being properly communicated to the students. For students who are suffering from
vision impairment enhanced audio channels can be used. Moreover, gadgets that can enhance
their sensory abilities towards understanding various subjects can be effectively used. The
classes from time to time will engage in fun sessions. This will be done in order to integrate the
students and increase the acceptance of students with disabilities. It is important to utilize the
most relevant resources for the betterment of the students. The students with disabilities will
have to be approached separately at times in order to understand and evaluate their learning
outcomes.
The assessment techniques that will be utilized will be individual learning assessment.
Each student will be judged according to their individual abilities to learn and grow (Valiandes,
2015). Special assessment criteria will be used to assess the students with disabilities. A
systematic growth plan will be created in order to assess them. The growth plan will be based on
the focused outcomes that will contribute to their growth prospects. Some fixed idealized
outcomes will be assessed in accordance with the performance of the students and measured
against the criteria for improvement (Ostrosky et al., 2015). Written and verbal assessments will
be utilized but more preference will be given towards assessing the students on a real time and
day to day basis. The peer groups in the class will be set up on the basis of how the kids interact

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with each other and for the specialized children it will be fixed in accordance with the friends
they are most comfortable with (Van Hoorn et al., 2014). If this does not work, the teacher will
be making sure that the specialized children can team up with children they will be able to
effectively interact with. The school will have two or more monthly parent’s day in which the
parents will be called in order to stay with their children at school for the entire day (Tyler,
2017). The system will be also utilized for generating awareness about the integration of special
students in both the curriculum and society. Mass media will be used to generate feelings of
inclusive ideals among the students. Special films that focus on children from various
backgrounds and abilities mixing well with each other will be showed to the students. This will
help in the development of positive interactions between the students. The teachers will also be
making the students aware of their social responsibilities at the same time.
Conclusion
The major implications of the study point towards the fact that integrative and adaptive
approaches are becoming increasingly necessary towards the optimal development of School
curriculums. There is an essential requirement for students with diverse learning needs to be
integrated within the school frameworks. This is mainly because the learning needs of different
students are different. Moreover, students with disability have been seen to often fall back in
their curriculums. It thus becomes very important that effective systematic techniques are
utilized towards the improvement of schools. The curriculum will be designed to approach the
different needs of the students with learning disabilities through techniques that will be inclusive
and separately designed at the same time. The most important challenge that is the focus is to
effectively help the special students to integrate with the rest of the class and develop effective
learning outcomes through development of mutually beneficial relationships.

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References
Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs
education. International Journal of Special Education, 31(1), 119-134.
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from Hong Kong. International Journal of Special Education, 30(3), 86-97.
Kurtts, S. A., & Gavigan, K. W. (2017). Understanding (dis) abilities through children’s
literature. Education Libraries, 31(1), 23-31.
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