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Unit 009 Understanding Inclusive Learning and Teaching

in Lifelong Learning
What is inclusive teaching and how do you apply
inclusive teaching strategies in the lifelong learning
sector? How do you make sure that your resources and
assessment
strategies
are
inclusive
and
allow
engagement with all learners? What other factors are
significant in encouraging inclusion in your classroom?
Aim: As a Teacher, our primary aim has to be equipped with inclusive learning
skills have to be adopted for the easy learning of the learners. In this assignment
sufficient points and instructions have been referred and discussed along with the
factors to promote inclusive learning.

Inclusive teaching: It is likely that a diverse group of students will be taught

from various backgrounds, with differing levels of prior learning and expectations,
as well as different learning needs. Taking an inclusive approach when teaching
will help to ensure that the teaching meets everyones need enabling students to
learn very effectively. As a result students will feel that they belong in the
classroom and the university. To bring inclusive teaching into practical usage,
planning has to be done as already prescribed my many scholars earlier.

Planning: Planning has to be done as a step by step process to progress further in

teaching skills. With reference to Walther-Thomas et al., 2000 planning is likely
grouped into,
Collaboration should take place with special education teachers, related
service providers, and paraprofessionals on a regular basis to build the strong will

evidence

Elements
and criteria
covered

on teaching.
During a session of co-teaching, commit to planning at least once a week with
your co-teaching partner and determine your respective teaching responsibilities.
Write your plans down and share the work load with the partner to establish the
goals on time.
Use a wide range of very successful and efficient co-teaching methods,
including:
1. Interactive Teaching - Teachers should have alternate roles of presenting,
reviewing, and monitoring instruction.
2. Alternative Teaching - One person should teach, reteach, or enrich a concept
for a small group, while the other should be monitoring or teaching the remaining
students.
3. Parallel Teaching - Students should be divided into mixed-ability groups, and
each co-teaching partner should teaches the same material to one of the groups.
4. Station Teaching - Small groups of students should be allowed to rotate to
various stations for instruction, review, and/or practice.
Always be aware of student needs and provide the accommodations listed in
the students' individualized educational programs.

Classroom management: With reference from Bender, 2002, a structured

classroom has to be created. Designating separate areas for group and individual
work and centres for reading or art, as well as creating a daily class schedule
may be included.
Classroom rules should be displayed.
The daily schedule incorporating colour should posted.
Opportunities for purposeful movements have to be provided.
Classroom cues for settling down to work, getting out materials, and quieting
down have to be developed.
Transition times between subjects or tasks, before and after lunch, changing
classes have to be planned.
Students have to be helped to organize their materials by using checklists,
folders, and containers to keep materials organized in desks.
Student activity has to be visually monitored.
Care should be taken to see all these steps have been followed and made a
routine. According to my point of view education deals with discipline first and
learning next.

Strategies for Inclusive Teaching: Different approaches are required to address

the particular issues that are brought by each student to the class room but there
are some strategies that are useful in all scenarios. Which include:
Allowing the students to participate in self-reflective exercises, so they may
become aware of their learning preferences, personality types, preferred team
roles etc.
Development of online quizzes that reinforce important points and concepts in
topics that are available for students to complete in their own time and at their
own pace.
including a range of different learning, teaching and assessment approaches
and providing students with options to choose which they feel suit them best.
providing opportunities for students to reflect on their own experiences and
consider how these experiences influence the way they understand; and
scaffolding academic skills, learning processes and assessments (based on Kift
2009).
Strictly following these instructions will make the learners engaged and intact
always.

Other significant factors: Teachers are & will remain the key to success in
inclusion. There are five essential components for Teacher Preparation
Programmes that play vital role on teachers for inclusive teaching. They are:
1st. The Inclusive Teacher has to be a professional in education with a strong
commitment to his/her community. The Teacher Preparation Programme should
include subjects with high social and community content because they need to
be sensitive to the needs of students and the environment; It is important to
recognize the school as a point of encounter among different people, it promotes
agreements among all the members of the community and meaningful
relationships among the components that impact the learning of the students by
removing barriers, promoting high expectations and a positive environment
characterized by continuous improvement and values. The dialogue, participation
and collaboration allows full awareness to all as a community and, in
consequence ensures successful experiences in inclusion. For this reason the
teachers need to be involved.
2nd. The Inclusive Teacher recognizes individual differences and implements
learning strategies for all. The educational intervention is oriented to diversity
and promotes learning strategies for all (equality), for quite a few and for only
one (equity). These are other essential aspects in the teacher Preparation
Programmes. Quality, equality and equity concepts should be translated into

specific actions of educative interventions.

In order to illustrate the individual differences in the classroom, the author follows
a tri-dimensional view. Every inclusive teacher needs to move among these three
realities in his/her classroom seeing his/herself as being like all others, also like
some others and finally, in some ways unique. This idea allows co-teaching or
concurrent participation. Inclusion promotes co-operation in the classroom. I
believe this representation helps us to understand the diversity concept as well.
3rd. All the programmes for pre-service teachers and in-service teachers must be
based on the interpretative and critical paradigms. Allowing encounter with
others, and the collective and interpretive insight into environments and
circumstances and the development of research activities are fundamental. The
inclusive teacher has strong skills in action research methods. The author
believes that this paradigm generates conditions for dialogue and collaboration.
The dialogue needed for relationships and the essence of collaboration is the
recognition of otherness. Recognizing that the other, is not a continuation of me,
but has its own worldview leads teachers to explain, interpret and act from their
personal background. Collaboration takes the value of the other as implicit this
implies strengths, occupations and concerns. This vision then transforms from
two ideas (you and me) to a new figure (us). Such dialogue and collaboration are
key elements in inclusive education.
4th. Contextual Preparation. Connecting with the educational services, allowing
identification of diversity as an enriching element has three great steps outlined
below. For teachers to promote inclusive education, their training should link
directly with the educational services in so called contextual professional
practice. This approach, in our experience, must be presented to all throughout
the training process structuring with multi-directional flow between theoretical
and experiences close to educational field.
5th. Cross Categorical/Multi-tiered formation. Diversity needs a global and
common vision; philosophy, values, legal frame, language and shared knowledge
as learning theories, special educational needs, support systems, educational
intervention; strategies for large and small groups and individuality, tutoring and
curricular adjustments. Inclusive education must characterize all training teacher
programs, offering skills and common benchmarks for everyone regardless of
education level to be entered (e.g. Primary, Secondary and High Education). This
versatile training enables various teachers, regardless of their field or level of
training, to collaborate and participate in the diversity of educational contexts
together.

Conclusion: As a teacher this assignment is and will be very much beneficial to

bring out the inclusive method of learning for the students among collective
groups and individuals. I would hereby follow these as well as recommend it to
my fellow teaching-partners in future as well.

References
Bender, W. N. (2002). Differentiating instruction for students with learning
disabilities: Best practices for general and special educators. Thousand Oaks, CA:
Corwin Press.
CAST. Summary of universal design for learning concepts. Retrieved September
20, 2004, from http://www.cast.org/udl/index.cfm?i=7
Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan.
Lenz, B. K., Deshler, D. D., & Kissam, B. R. (2004). Teaching content to all:
Evidence-based inclusive practices in middle and secondary schools. Boston, MA:
Pearson Education.
Putnam, J. W. (1998). The process of cooperative learning. In J. W. Putnam (Ed.),
Cooperative learning and strategies for inclusion: Celebrating diversity in the
classroom (pp. 17-47). Baltimore: Paul H. Brookes.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability
classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum
Development.
Walther-Thomas, C., Korinek, L., McLaughlin, V. L., & Williams, B. (2000).
Collaboration for inclusive education: Developing successful programs. Boston:
Allyn & Bacon.
http://education.wm.edu/centers/ttac/resources/articles/inclusion/effectiveteach/
http://www.flinders.edu.au/teaching/quality/teaching-methods/inclusive-

teaching/strategies-for-inclusive-teaching.cfm
http://www.inclusive-education-in-action.org/iea/index.php?
menuid=25&reporeid=247

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