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Curriculum Development for Inclusive Education Course Description ESOl level 3 course will prepare students who may include adolescents, young professionals to effectively communicate in English in different situations both orally and in writing. ...
The approach seeks to the students’ potential. It is an effort that ensures diverse learners (of different languages, different ways of learning, cultures, different interests, different family lives and homes and with disabilities) are exposed to several teaching strategies that come to them as individual learners (nvpie 2013). The level of this scheme of work is at ESOL (English Speakers of Other Languages) Entry 3. Blackledge (2005, p236) indicates that an individual at ESOL Entry 3 is capable of following straight forward spoken instructions and explanations and make a conversation on a familiar topic (Blackledge 2005, p236). The scheme targets adolescent and adult learners including those with mild disabilities. Mallows (2006, p10) indicates that the ESOL classroom is composed of a diversity of backgrounds and the needs of the learners. There are four potential categories of ESOL learners and they include migrant workers, asylum-seekers and refugees, partners and spouses of students, and settled communities (Mallows 2006, p10). The targeted learners for the developed course include migrant workers and partners and spouses of students. The targeted population in most cases includes individuals who are not well endowed economically. In this respect, the course is well designed to meet their needs in that they need not to purchase expensive equipment to take part in the lessons. Also, the course is designed to be suitable to persons with mild visual and hearing impairments going by the aids to be used during teaching. Multi-media will be applied in teaching to encourage learning through seeing, hearing, and touching. At Entry 3 level, the adults can respond and listen to spoken language including straightforward
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According to Ainscow (2005) “Inclusion is about the presence, participation and achievement of all students” (Ainscow, 2005 pp. 16) relation. This particular form of education is offered to individuals with disabilities and also to children necessitating require ‘Special Educational Needs’ (SEN).
As per the book title is given (Teaching students with special needs in inclusive setting) it is clear that the authors of this book have made their point clear about teaching students irrespective of whether a student is physically handicap.
According to the paper an ideal curriculum design for inclusive practice in schools with the aim of improving children’s health and social care should help the students make predictions and decisions and efficiently solve the problems by bringing out examples from real life. Curriculum design for inclusive practice should so much keep the student engaged with the topic that they want to remain in the class even after the session is over so that they can discuss out the unclear concepts with the teacher and engage in problem solving.
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.
This report discusses some of the challenges to implementing inclusive education in China where several attempts have been made since the 1980s and 1990s. Education is the right of every child and educational opportunities should be based on equity rather than privilege. Instituting inclusive education requires a perceptual shift in addition to supportive policies, resources, curriculum and human resource development.
By concentrating on the main needs of a course or program, it is easy to identify some elements of the curriculum that might hinder some learners from achieving their goals. The role is to redesign the course to decrease such potential barriers. This focuses on all students who may take the course or program in future (Jones & Mahony, 1989).
In this paper, it is investigated the relationship between social and educational inclusion, or the inclusion of the disabled and disadvantaged people in the educational process which will also focus on the inclusion of the boys from ethnic communities. The inclusion of the disabled children in education process is prime concern of every community.
Inclusive schooling intends to ensure that there is equal access to the various educational programs by all the students and also regular classroom setting. It is through inclusive schooling that students are in a position to get educational programs which are offered in their regular classroom setting hence increasing their potentials to succeed in education.
There is a need to unravel the true definition or the most acceptable of inclusive education. Additionally one needs to assess whether or not inclusive education has brought positive changes. The negative consequences need to be analysed too. A thorough discussion on inclusive education must not neglect the need for parental involvement and roles played by teachers to facilitate the transition.
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