Documente Academic
Documente Profesional
Documente Cultură
Dr. GN Tiwari
Amity Institute Of Education , Amity1 University
Inclusion Model
SCOPE OF INCLUSION
ACADEMIC
SOCIAL
INCLUSION
ENVIRONMENTAL
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.
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
Inclusion Is
Students working on goals that are meaningful to their
lives.
Inclusion Is
Inclusion Is
Working Together
29
Inclusion Is
Having Friends
Inclusion Is
k
n
a
h
T
U
YO
35