2nd INTERNATIONAL CONFERENCE

‘EXCELLENCE IN SCHOOL EDUCATION’

INCLUSIVE EDUCATION

 

Dept. of Management Studies

IIT Delhi

26th- 28th Oct’ 2010

 

 

Mrs Ismat V

Ahmed

HeadMistress

Delhi Public School

Athwajan, Srinagar

 

ahmedismat2000@gmail.com

 

 

INCLUSION EDUCATION

As defined by UNESCO-the "transformation of schools and other centers of learning to cater for all children.

The second meaning is still common but older and limits the scope of inclusive education to differently-abled persons.

The term "differently-abled persons" indicates that disability is not perceived as a deviation from the norm. The term "disabled persons" might be misinterpreted to imply that the ability of the individual to function as a person has been disabled.

Inclusion Edn :

When every child is welcomed and valued regardless of ability or disability.

Giving every child the help s/he needs to learn.

Primary placement in age-appropriate grade level general education classroom

Receive supports and services necessary to receive an effective education

Children with Challenging

Behavior Few conditions that helps explain why children can be so

unpredictable, uncooperative, angry and aggressive are:

SpLD – Specific Learning Difficulties

(Dyslexia, Dyspraxia, Dyscalculia )

ASD – Autistic Spectrum Disorder

SEBD-Social, Emotional & Behavioral Difficulties

ADHD - Attention Deficit Hyperactivity Disorder

ODD - Oppositional Defiant Disorder

CD - Conduct Disorder

 

The Top Four reasons for Special

Needs:  1) Make life more enjoyable and manageable   2) Find the best help so you can get a break 3) Include your child in many community activities 4) Advocate more effectively for your child 

ANXIETIES :•Transform education systems: must provide a flexible curriculum responsive to differences among learners

•develop a support system to provide continuous and competent guidance to stake holders- teachers, learners and parents.

•Education should cater to diverse learners.

•a challenge and enrichment, rather than a problem.

•Strengthen capacity of existing services rather than invent new ones. •Improve co-ordination - encourage partnerships.

•Need flexibility - different models in different settings .

Hurdles & Barriers Readiness

Safety

Special care

Lack of programs

Lack of knowledge

Lack of commitment

Policies and Inclusion: RESOURCES ESSENTIAL

To avoid harm to the academic education of students with disabilities, a full panoply of services and resources is required, including:

Adequate supports and services for the student

Well-designed individualized education programs(IEP)

Professional development for teachers involved.

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 based on student’s need.

Classroom Strategies To Support Inclusive Education:

Multi-level instruction

Cooperative learning

Individualized learning modules

Activity-based learning

Peer tutoring

 

REASON OF UNRULY BEHAVIOR: THE CHILD

Specific Learning Difficulties- Dyslexia, for instance – do not necessarily lead to challenging behavior but they maybe a factor in contributing towards frustration and poor self esteem in school.

Similarly, level of intelligence might not be a direct cause of impropriate behavior but it can be contributory factor.

Students with poor levels of emotional intelligence, however, find it difficult for positive social interaction. They struggle to share & are often inflexible, especially under stress.

 

THE FAMILY: Overt family conflict, Divorced parents.

Sibling rivalry

Death of close relative

Inconsistent and unclear discipline

Hostile relationship or dejection

Sexual or emotional abuse

Alcoholism

Personality disorder

Health of family member

THE COMMUNITY

Socio –Economic disadvantage

Constant changes of circumstances

Disaster

Discrimination

Homelessness

Other significant life events

ATTENTION DEFICIT HYPERACTIVITY DISORDER

CAN’T LEARN - ADHD: Has trouble in paying attention

Fails to finish work he/she starts

Trouble in completing assigned work

Spacey/ daydreamer

Impulsive Actions & verbal responses

Difficulty in staying organized

Is restless/ overactive

Losing and forgetting equipment

Aggressive towards classmates

Unable to follow instructions

 

OPPOSITIONAL DEFIANT DISORDER

WON’T LEARN- ODD :

Argue with Adults

Refuse and Defy

Are Angry and Defensive

Are Spiteful and vindictive

  

CONDUCT DISORDER

DON’T CARE- CD : Destruction of people’s property

Aggression to people / animals

Deceitful- may break into people’s house, car, building

Steal items, con others into giving goods or favours.

Often truants from school (age 13 onwards)

Stays out at night as defiance

Runs away from home in protest.

Special Education IS. . .

…individualized supports that give kids with disabilities the :

extra help they need to learn from general curriculum.

Physical therapy

Language therapy

Behavior plan

Environmental accommodations

Speech therapy

Curriculum adaptations

Communication board

Each student has an IEP

learning goals and objectives for the coming yearlearning goals and objectives for the coming year

the services and supports the student will receivethe services and supports the student will receive

accommodations for the student (different ways of accommodations for the student (different ways of learning or responding)learning or responding)

if and to what extent the general curriculum will be if and to what extent the general curriculum will be modified for the studentmodified for the student

if and why the student will be out of the general if and why the student will be out of the general education classroom and away from non-disabled education classroom and away from non-disabled students.students.

•There must be a connection between the general curriculum objectives and this student’s IEP goals and objectives.

• What the student will learn about each subject the class is studying.

• Which and how many general curriculum objectives are to be taught.

• Must make general curriculum objectives functional and meaningful for this student.

Blend of Curriculum

FRIENDSHIP: the strengthening bond

Inclusion – Making it work It’s not readiness

It’s not finding the right program

It’s not providing services

It’s about support

‘Special children are generally sensitive. They feel and understand that they are

different’

Factors that 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

1. Same as all students, with accommodations Listen to story and then respond to

opinion questions using communication device

Create art project using adapted materials

Conduct science experiment using peer assistance

2. Lower level objectives, same curriculum unit During a lesson on responsibilities of the president

• Identify the president’s picture and tell his name

During a lesson on telling time to the 1/4 hour• Use a digital clock to tell time to the hour

During a lesson on budgeting• Match coins (rupee, coin) to a sample

During history lesson on Stone Age people• Match key concepts to visuals to show understanding of the

shelters, food, and activities of Stone Age PeopleDuring math activity worksheet to practice multiple digit

addition• Use manipulatives to group items together and then count the sum

During science activity on whale identification• Sort pictures of whales from other animals

During science activity on rock formation• Sort rocks by color

3. Alternate skills During a science activity

• Interact appropriately with others, use mobility skills, and use one-to-one correspondence (count out materials)

During an Indian history discussion• Maintain an upright position and answer questions using a

communication device

During classroom reading• Use adapted book to match and place pictures on the

page

During science class on recycling• Pick up and place recycled item in appropriate bin

During social studies group activity to develop presentation on racism

• Walk to front of class using walker, operate computer to change slides using switch.

Reading Simplify texts

Add representational objects

Use photos or visuals

Use technology for access (slant boards, page turners, digital books)

Taped reading materials

Embed preferences

Offer choices

Use technology- computer program

Adapt response expectations

Peer partner reads

Use interactive strategies to support participation – place visual, turn pages, record response.

Provide objects connected to content material to support the reading experience – read with your hands.

Mount symbols, pictures or tactile objects that represent concepts being taught

through a textbook.

Writing Alternatives to a pencil

• Stamps• Stickers• Magnetic letters• Markers• Tape recorder for dictation• Keyboard• On-screen keyboard• Touch screen selection• Arrange pictures, cards

Use objects or manipulatives connected to content material to describe an event, give information, use non-slip matting to keep them in place.

Use objects or manipulatives to “write” words or numbers – place the objects in order to “tell” the story, or give information about the concept being taught.

Collect the items in a bag or basket to represent a collection of information. Take a digital picture.

Pair the objects with words, symbols, or numbers.

Have a peer scribe to record the event.

Provide a choice of two objects to give a “written” answer to a question – accept direct selection, gesture, eye gaze or other mode of student communication.

Mark answer, select answer from cards, point to answer, select using AAC or digital display

Let’s Talk Sharing concerns, experiences, hopes,

fears, and dreams

Working together to change the opportunities for achieving inclusion

‘The child is not a pail to be filled but a fire to be lit.’

Turn a Life around…

“Too often

we

underestimat

e the power

of a touch, a

smile, a kind

word, a

listening ear,

an honest

compliment,

or the

smallest act

of caring, all

of which have

the potential

to turn a life

around”