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Presentation By:

Dr. GN Tiwari
Amity Institute Of Education , Amity1 University

Inclusion Model

Inclusion in education is an approach to educating


students with special needs children . Under the
inclusion model, students with special needs spend
most or all of their time with non-disabled
students. Implementation of these practices
varies. Schools most frequently use them for
selected students with mild to severe special
needs. Inclusion has two sub-types: the first is
sometimes called regular inclusion or partial
inclusion, and the other is full inclusion.
What is Inclusion ??

SCOPE OF INCLUSION

als and Expectations for


Introduction to Inclusive Education

1. What: To help you understand what inclusion means


2. Why: To provide an opportunity to discuss the
values, laws, reform efforts, and outcomes that
support inclusive education
3. How: To show you what inclusive education can look
like and how it can work

What is Inclusive Education?

Children with and without disabilities educated together in


their neighborhood school and community
All students in general education classes; having instruction in
the core curriculum content and participating in extracurricular
activities
General and special education teacher consultation and
collaboration to incorporate special supports and services into
age-appropriate school and community environments
Flexible and individualized decision making about services,
supports, and locations for instruction
(Snell & Janney, 2001)

What is Inclusive Education?

Opportunities for building social networks and friendships


and having planned and facilitated social network and
relationship building
Instruction in schools and in the community
Students are active participants and learn from each other
ZERO exclusion
An ongoing process

ACADEMIC

SOCIAL

INCLUSION

ENVIRONMENTAL

Necessary Resources in Inclusion


Adequate supports and services for the student with
special needs :
Well-designed Individualized Education Programme.
Professional development for all teachers involved, general and special
educators alike.
Time for teachers to plan, meet, create, and evaluate the students
together
Reduced class size based on the severity of the student needs
Professional skill development in the areas of cooperative learning, peer
tutoring, adaptive curriculum
Collaboration between parents, teachers and administrators
Sufficient funding so that schools will be able to develop programs for
students based on student need instead of the availability of funding.

In principle, several factors can determine the success of


inclusive classrooms:
Family-school partnerships
Collaboration between general and special educators
Well-constructed plans that identify specific
accommodations, modifications, and goals for each student
Coordinated planning and communication between "general"
and "special needs" staff
Integrated service delivery
Ongoing training and staff development

Teachers use a number of techniques to help build


classroom communities:
Using games designed to build community
Involving students in solving problems
Sharing songs and books that teach community
Openly dealing with individual differences by discussion
Assigning classroom jobs that build community
Teaching students to look for ways to help each other
Encouraging students to take the role of teacher and
deliver instruction (e.g. read a portion of a book to a student
with severe disabilities)
Focusing on the strength of a student with special needs

INCLUIVE TEACHING METHODS


Visual (Spatial)
To incorporate visual or spatial teaching methods in the
classroom, materials used should include handouts with
pictures and diagrams that are clear and self explanatory.
Students who struggle with words due to learning
difficulties can draw pictures to demonstrate their grasp of
the words. Teachers can also give practical demonstrations
and use role play to reinforce a lesson.

Aural (Auditory-Musical)
Sound and music can be used in the classroom to
good effect. For example, if you are teaching the
rhythm of a poem, you can use a softly beaten drum
to aid understanding. Musical adaptations tell the
stories of well-known novels, and singing a catchy
tune while reciting multiplication tables can help
students' memories. Another aural teaching method
involves using audio CDs instead of written books.

Verbal (Linguistic)
Students who learn verbally can listen and absorb the words.
Teachers can explain or describe the lesson to the student
and ask them to summarize in their own words. For example,
you can read out prose and then ask the student to feed back
their thoughts on the passage. In art class, teachers can give
students a short sentence and encourage them to draw a
picture representing what the words say to them. For math
lessons, teachers can use written handouts showing equations
or angles and ask students to describe the sums in words.
Another idea for incorporating verbal learning is to use Power
Point presentations and supplementary material.

Physical (Kinesthetic)
Physical objects that the student can touch, feel and describe
are an ideal way to bring a subject to life. For example, using an
everyday object such as an orange during a lesson on the moon
can clearly demonstrate the principles involved.

Logical (Mathematical)

Students who are logical minded usually find math easy but may
struggle in other areas. Using a logical problem within an English
lesson can help the basics of reading and writing and develop the
power of rational thinking. By comparing two pieces of prose
while analyzing grammatical errors, for example, encourages the
learning of English through a logical thought process.

Social (Interpersonal)
Putting students into groups naturally encourages those who
work well with others. It allows the sharing of ideas and
encourages active participation. Some students work better
when stimulated by the ideas of others. Teachers can use role
play and games to help reinforce lessons.
Solitary (Intrapersonal)
Time spent on self-reflection and study gives an opportunity to
those students who are more single minded to excel. Teachers
can give time to reflect on different teaching methods, which
encourages understanding of what has been achieved. If time
allows, teachers can also spend time working one on one and
consolidating the learning.

Philosophy Guides Action

HOW?
State System Level
-Creating federal/state policies
that support inclusion
-Providing funds for needed
supports and services

Classroom Level
-Implementing todays best
teaching practices
-Team work, collaboration,
reflection

District/School
Level
-Support for
teachers, staff, and
administration in
learning researchbased best practices
-Adequate budgeting
-Supporting IEP
teams needs

Inclusive Education is
Best Practices in Education for ALL Learners

Remember
Special
Education is
not a place.

It IS
Supports and
services brought to
students through an
Individual Education
Program (IEP)

clipart DiscoverySchool.com

Types of Adaptations
ADAPTATIONS

CURRICULAR

Adapt what is
taught

INSTRUCTIONAL

Adapt how it is
taught and how
learning is
demonstrated

ECOLOGICAL

Adapt the
setting- where,
when and with
whom

(Janney & Snell, 2000 p. 17)

In Summary: 4 Principles of Effective Inclusion


(Salend, 2001, p.6-7)

Diversity Effective Inclusion improves the educational system for all


students by placing them together in general education classroomregardless of their learning ability, race, linguistic ability, economic
status, gender, learning style, ethnicity, cultural background, religion,
family structure and sexual orientation.

Individual Needs Effective Inclusion involves sensitivity to and


acceptance of individual needs and differences.

Reflective Practice Effective Inclusion requires reflective

educators to modify their attitudes, teaching and classroom management


practices, and curricula to accommodate individual needs.

Collaboration Effective Inclusion is a group effort; it involves

collaboration among educators, other professionals, students, families,


and community agencies.

What Inclusion Looks Like

Inclusion Is
Students working on goals that are meaningful to their
lives.

We can all learn from each other.


5th grade student

Inclusion Is

Embracing our Differences

People dont have to be the same to do things together


2nd grade student

Inclusion Is

Working Together

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We couldnt do this alonetogether with our local


university, a parent coalition, and community agencies
we are changing the way we teach all of our children
Principal, Elementary School

Inclusion Is

Having Friends

No skill could make his life as rewarding, or fill the void


as much as having friendships. Without friendships or
relationships there would be little happiness or
motivation for my son to learn or achieve his potential.
Parent

Inclusion Is

Inclusion is a process of identifying,


understanding and breaking down barriers to
participation and belonging."

k
n
a
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T

U
YO

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Feel free to share your


Views . Include yourself
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