inclusive education Flashcards
is one of the most serious barriers to education across the globe.
DISABILITY
means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too.
INCLUSIVE EDUCATION
teachers must be trained, buildings must be refurbished, and students must receive accessible learning materials. At the community level, stigma and discrimination must be tackled and individuals need to be educated on the benefit of inclusive education.
SCHOOL LEVEL
Governments must align laws and policies with the Convention on the Rights of Persons with Disabilities, and regularly collect and analyse data to ensure children are reached with effective services.
NATIONAL LEVEL
is intended as a human rights instrument with an explicit, social development dimension.
THE CONVENTION
When developing inclusive classrooms for students with disabilities, it is crucial to review the ———- of each student before incorporating new methods. The type of disability that a student has can determine what strategies work best.
INDIVIDUAL EDUCATION PLAN
practices can also make a difference. Start with an explicit instruction to help students acquire a new skill before easing them into the next learning segment. Asking students about their processes and encouraging them to monitor their own progress can help them better grasp what they are learning.
SCAFFOLDING
engages more than one sense at a time, such as pairing visuals with auditory instructions or demonstrations of how to complete a task.
multisensory-based program
to establish classroom boundaries or explain activities can better communicate expectations and help students become more independent.
USING VISUALS
can be due to a variety of conditions, such as arthritis, epilepsy, ADHD, and seizure disorder. Each condition comes with unique impairments and modifying the classroom with technology can make it easier for students to learn and communicate.
HEALTH IMPAIRMENTS
means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
DIFFERENTIATION
Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile:
CONTENT
PROCESS
PRODUCTS
LEARNING ENVIRONMENT
what the student needs to learn or how the student will get access to the information;
CONTENT
activities in which the student engages in order to make sense of or master the content;
PROCESS
culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and
PRODUCTS
