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also requires that the teacher involves recognizes that all learners are different in their own ways and therefore, what may look helpful and good for the attainment of goals for one learner may not necessarily be good for another learner.
In seeking to understand the inclusive environment, it is also crucial to consider that each learner has something unique to add to the learning environment that can be of help to other learners. Students come from different background with varying upbringing. It is therefore crucial that a teacher is able to harmonize them to get them to live in peace and unity (Willis, 2009). An inclusive environment is also characterized by flexible approaches to the learning process (Willis, 2009).
The world of education is very dynamic as it evolves each decade with new needs arising every time. It is therefore of great need it is reassessed each time and the necessary changes made. The changes can be attributed to the increasing educational opportunities across the globe. Consequently, it is of essential need, those teachers to be able to nurture the full potential of each student. By teachers being in a position to model inclusive learning attitudes in their students, they are able to learn and apply the strategies as they acknowledge their differences and have profound respect for diversity.
Examples of strategies used in the inclusive environment are that regarding how teachers nod learners interact and relate to one another (Willis, 2009). This involves use of the respectful vocabularies and terminologies towards one another. Good communication strategies ensure that comments and views are not mistaken to be discriminatory. In addition to this, the body language should also be appropriate and decent at all times.
Another strategy is that which involves, the kind of teaching resources the teacher employs (Willis, 2009). The resources ought to be suitable and compatible with all the learners’ needs. Let no learn feel sidelined or
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According to the paper Inclusive education primarily refers to the integration of students with disabilities in the mainstream educational institutions. Many scholars believe that inclusive education is the right of all children with special needs whereas many believe that inclusive education results in the lower quality education for the students with SEN. Inclusive education has been advocated by UNESCO and major countries such as USA, Canada, and Britain among others.
Faculty First Reader I certify that I have read this Capstone Project Report and that, in my opinion, it meets the project requirements.. ________________________________ <>. Faculty Second Reader . ________________________________ Barbara Caulley, JD Dean, School of Business and Management Table of Contents Acknowledgements iv Executive Summary 1 Introduction 2 Literature Review 3 Strange (2001) in his article Spiritual Dimensions of Graduate Preparation in Student Affairs noted that: 3 “Spirituality is rooted in the classical Latin derivative spiritus (and similarly in Greek and Hebrew), meaning ‘breath’ or ‘to breathe.’ In essence, spirituality refers to t
The concept is based on the belief that all children irrespective of their abilities or disabilities get the equal opportunities and chances towards education. Thus the concept is meant for children of all ages and for all children. It focuses on the need of a school in the life of a child who is even disabled.
Inclusion imparts the need for the teacher to provide all learners with fair and equal access to the education, resources, and all opportunities of training, learning, and development of skills. Differentiation strategies, on the other hand, are the strategies that are employed by a trainer in a session to ensure that all levels of ability are allowed to participate in the same session.
According to the paper inclusive education, or inclusive teaching, means: “teaching in ways that do not exclude students, accidentally or intentionally, from opportunities to learn”. Inclusion is based upon beliefs, not on strategies. When all students are given equal opportunities, it enhances their learning process, which is extremely beneficial for students at risk.
The inclusive learner-centred system of classroom instruction is one of the most effective tools for special needs children to be able to feel adjusted into the mainstream social milieu and eventually function as a happy, independent, and productive member of society. This paper establishes best teaching practices that are applied in such a class.
This is followed by individual work or group work then gathers the learners and shares the progress or the study problems. Depending on the lesson length, the cycle can be repeated twice. Most students prefer use of
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