Inclusive Teaching Strategies: Teaching to Diversity Strategies - Literature review Example

Patch Type the document sub [Pick the Changing landscape in educational sector has put greater emphasis on addressing issues related to equality, diversity in education and safeguarding students. Policies like Every Child Matters, Lifelong Learning, No Child Left Behind, have put greater emphasis on ensuring that current curriculum and educational environment fosters effective learning in students irrespective of their social, cultural and economic backgrounds and overall physical and mental well-being. In the light of established theories about learning and development, various techniques and strategies have been introduced that help teachers in provide quality education and addressing individual students’ needs. These techniques include using appropriate resources such as ICT, visual and audio aide; fostering suitable learning environment, using inclusive teaching techniques and making students feel equal and safe during their academic lives. In order to impart education effectively, teachers have to adopt appropriate and efficient resources according to nature of the lesson. One of these resources is Information Communication technology which has stemmed out of technology-enhanced learning. Technology-enhanced learning depicts usage of technology in overall learning process. It is often misunderstood as E-learning, however it refers to use of technology which facilitates interaction between the instructor and student. Usage of technology allows the students to perform critical analysis by immersing themselves in learning and deduce meaningful information out of the content that is being shown to them. This technique allows students to perform self-directed questioning that facilitates two-way learning between teacher and student. Web-based learning and study guides through selected CD-ROM based lessons can be effective resources for technology enhanced learning. The rationale behind this tool is based on Kolb’s experiential learning theory (1971) and Schank’s learning by doing (2010). These theories illustrate that experiencing the learning process, breaking down information into manageable bits and processing them is further facilitated when a student is actively engaged in them. If a student is asked to visit several websites about museums and analyze their differences accordingly, they are actually undergoing a virtual tour which enhances their meta-cognitive and problem solving skills. Furthermore, engaging student in writing a report about this tour with the help of ICT tools such as Word processing tools would help them perform more analysis and share their inputs about what they have learned. Allowing students to view content available on Web makes them perform critical analysis, find out relevant information and deduce meaning out of it. Although it is a tedious process that requires teacher’s supervision but it is more efficient in engaging students instead of simple instruction based lectures. In order to enhance overall language development and learning in students, it is important that they are made to think and transform their thoughts in appropriate words. For this purpose, using interactive whiteboards and videos can be effective media. Using whiteboards, drawing diagrams and flowcharts helps students to think through teacher’s instructions and correspond to them accordingly. Therefore, information is being received, processed and illustrated in the form of questions and feedback by students. Furthermore, using videos and audios help students to use experiential learning strategies and perform mind mapping which not only gives meanings to words but also make them more memorable by attaching images to them. Learning appropriate dialect can be facilitated by allowing students to imitate teacher’s words and figure out meaning from them. Usually teachers in communication classes use audio aids which help students understand appropriateness of different communication styles and vocabulary usage. According to Genishi (1988), children learn better when their experiences help them attach meanings to words. Once language has been learnt and suitable level of expertise has been attained, literacy develops along with it and progresses further when a student becomes capable of comprehending and analyzing the text that is being read to and by them. A well-designed literacy program is an amalgam of differing media i.e. reading, writing, speaking and listening. Performing analysis on audio and video inputs makes students to derive meanings through background knowledge and develop relativity between existing knowledge and inputs. Deducing main points, distinguishing between main and peripheral information and using sensory images and symbols to understand the information, is a pattern followed by students while using interactive whiteboards where they are instructed as well as encouraged to express their thoughts. Other interventions like paired reading, drop everything and read (DEAR) can be effective for promoting continuous language and literacy development. In order to promote numeracy in students, suitable media can be visual aids, child’s play, fame play or interactive whiteboards. Where visual aids and child’s play can be an effective medium for students in pre-school and junior classes, students beyond 2nd standard are required to perform necessary exercises that would sharpen their cognition and make them understand fundamental concepts of numeracy. According to constructivist theory, an investigative approach towards teaching and learning may make a lesson purposeful, meaningful and inquiry based for the students. This investigative approach is well-reflected in interactive whiteboard, students are able to develop new knowledge by analyzing what they already know and the new information presented to them. The constructivist theory is further strengthened by Piaget (1977) and Vygotsky’s (1978) theories. According to them, children perform new learning by deriving meaning out of comparative analysis of past knowledge and present experience. These physical and social experiences are further facilitated by teacher and lead towards enhanced learning of mathematical concepts. This constructivist approach further allows teachers to act in a supportive role. The idea is further facilitated by Vygotsky’s social-constructivist theory of cognitive development. Presence of informed superior helps children to learn actively. In addition to that, this approach allows teachers to assist students at different levels as their learning progresses while offering them with appropriate challenges (Simmons, 2006). In order to accommodate dyslexic students with learning disabilities, it is important that the teacher is well-versed with the symptoms and teaching resources related to this disorder. Where dyslexic students are highly intuitive and creative, they face trouble performing distinction between similar looking letters and words. Similarly, problems related to numeracy are also beyond their understanding without help from a learned superior figure. Therefore, it is important that learning techniques using their senses such as sight, touch and listening, should be used. Therefore, audio and visual aids would be suitable for such students. In such cases, interactive whiteboards should be avoided as they contain more information than a dyslexic student can process. On the other hand, child’s play can be an effective tool to teach younger students numbers, letters and words. The principles about dyslexic students can be well-supported by Kolb’s experiential theory (1971) and the multiple intelligence theory (Gardner, 1983). Kolb’s work supports students performing tasks by themselves, listening to sounds and distinguishing between similar words, and multiple intelligence theory supports use of symbols which would further employ students’ verbal, spatial and numeric abilities. Since such students usually face difficulty in understanding what they are reading and deriving meaning out of what is being said to them, lower self-esteem is an inevitable outcome. Therefore, teacher’s role is of significant importance in such case (Vygotsky, 1978). Using multisensory techniques, audio books, oral examination tools, and omitting unnecessary information from their study zone such as whiteboards etc would help them feel accommodated (Goodwin and Thomson, 1999). Above discussion is based on the notions provided by Kolb (1971), Vygotsky (1978) and Piaget (1977) which emphasizes greatly on allowing students to perform experiential learning under teacher’s supervision. Therefore, the teacher is rested with the responsibility of providing necessary support at different levels as the students’ learning progresses whereas students are rather independent to deduce meanings and lessons out of what is being taught to them. It is important to use this philosophy as an underpinning phenomenon in different learning environments. With increasing emphasis on 21st century learning, Every Child Matters and Lifelong Learning, it is becoming more important for teachers to devise necessary strategies that eliminate differences among students and develop an effective learning environment irrespective of their behaviour, ethnicity, racial backgrounds etc. There are various learning environments that can either be fostered individually or can be amalgamated. It is up to the teacher to decide whether visual aide (handouts), verbal instructions, fieldwork, presentations, interactive sessions, written assignments (reports, reflective diaries), work-based learning or e-learning, is suitable for a particular lesson. Like with students having learning disability, instead of overwhelming and instruction based environment, a symbol-based learning would be more suitable. Similarly, use of ICT and technology-enhanced learning would serve the purpose for written assignments, assessments and interactive sessions. For learning numeracy one can prefer using approaches like game plays and symbolic learning. All these learning environments support experiential learning provided that the teacher is aware of individual student’s needs and learning styles, and knows how to employ appropriate media that engages every student. Knowledge of students’ needs and applicable learning environment would help teachers adopt suitable inclusive teaching strategies that foster effective learning. It is important that when the semester or academic year begins, teachers communicate purpose of the course and their expectations from the students. Doing so helps the students be comfortable with the teacher as they begin with the end in mind which avoids unnecessary stress and anxiety among students. Considering students’ prior knowledge, communicating how diversity is valued during the course and using inclusive language can be some of the primary measures that a teacher can take. Furthermore, supporting and celebrating students’ success can be another major step taken by teachers. Also, making sure that students are aware of strategies that can make them successful in the course along with providing day-to-day guidelines and information about grading criteria would make the course simple for students, helping them take more interest in it. Reminding students that they can always ask for help would develop a trust worthy relationship between teachers and students. It is also important that teachers facilitate equitable class participation by planning ahead, inviting students to participate randomly, providing positive feedback and making students’ feel proud of their diversified backgrounds (Washington.edu, 2013). These measures would help students feel included in the class as the mannerism of presenting lessons in these ways would enhance value for international, national, ethnic and racial diversity Knowing cultural backgrounds and family history of minority and disabled students respectively can help in fostering inclusive environment for them (USYD, 2013). Similar strategies can be used for dealing with students’ poor motivation or attention deficit. Having dialogue with a particular student, understanding the cause behind inappropriate behaviour and lack of motivation can assist students in addressing these issues during lessons and employing appropriate learning techniques. Secondly, it is important that students are presented with different learning approaches. Only using interactive or instructive classroom sessions can lead to boredom whereas too many workshops or fieldwork can be overwhelming for some students leading to distraction from the lessons. Using different techniques such as ICT, oral assessments, writing would foster learning through different sensory mediums. Where using inclusive strategies is considered synonymous to addressing diversity issues and problems of students having learning difficulties, it also means meaning students feel safe. Where ECM requires institutions to be responsible for every student under 18 years along with those having specific learning difficulties by recruiting suitable instructors, teachers are also required to ensure that students feel valued in lessons and they are safe within the proximity of school/ college. Planning lessons ahead by using MASTER plan may help teachers to visualize their role in a particular learning activity, select desired material and resources, analyze emotional needs of the students and identify strategies to foster and manage a desired learning environment. Education sector has undergone tremendous development during past few years. Many reforms such as ECM, Lifelong learning, No Child Left Behind, have been introduced that particularly emphasize on safeguarding students and ensuring that they face no bias on the basis of any economic, social or cultural backgrounds. Current changes in curriculum and education policies have emphasized on using techniques such as ICT, visual, audio aids to ensure that learning can be enhanced in students and needs of students with learning difficulties are duly addressed. Various methodologies for managing different learning environments, using inclusive teaching strategies, addressing inappropriate behaviour and poor motivation arising out of equality, diversity and safeguarding issues have been introduced for facilitating learning in students. These techniques are well-supported by established theories presented by Piaget (1977), Vygotsky (1978), Kolb (1971), Schank (2010) and Gardner (1983). Adherence to these theories and contemporary techniques would help teachers provide better and effective learning environment to students. References Gardner, H., 1983. Frames of mind: The theory of multiple intelligences. New York: NY: Basic Books Genishi, C., 1988. Childrens Language: Learning Words From Experience. Young Children 44, pp.16-23. Goodwin, V. and Thomson, B., 1999. Dyslexia Toolkit. [Online] Available at: [Accessed 20 February, 2013]. Kolb, D.A., Rubin, I.M., and McIntyre, J., 1971. Organizational psychology: An experiential approach. Englewood Cliffs, N.J.: Prentice Hall. Piaget, J., 1977. Gruber, H.E.; Voneche, J.J.. eds. The essential Piaget. New York: Basic Books. Schank, R., 1997. Virtual Learning: A revolutionary approach to building a highly skilled workforce. McGraw-Hill, New York. Simmons, N., 2006. Mathematics in early childhood: Exploring the issue. The University of Auckland, [Online] Available at: < http://www.education.auckland.ac.nz/uoa/ace-issue17> [Accessed 20 February, 2013]. The University of Sydney., 2013. Inclusive Teaching Strategies: Teaching to diversity strategies. [Online] Available at: < http://www.itl.usyd.edu.au/projects/inclusiveteaching/teachingstrategies.htm> [Accessed 20 February, 2013]. University of Washington. 2013. Inclusive Teaching. [Online] Available at: < http://depts.washington.edu/cidrweb/inclusive/strategies.html> [Accessed 20 February, 2013]. Vygotsky, L.S., 1978. Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Read More