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implement successful inclusive practices in classrooms. While the definitions for inclusion are
abound, it is critical to consider the broader terms of definition rather than narrow terms, as it
can be misinterpreted and will make it far form reaching equity in education. Inclusion in
regards to education can be broadly defined as ,the full participation and involvement of
students in all aspects of schooling despite of their additional learning needs ( Loreman,
Deepler & Harvey, 2011).In addition, schools should be responsive and inclined to make the
necessary adjustments and accommodations to curriculum and pedagogy, in order to meet their
diverse learning needs and also for valuing their differences (Loreman et al., 2011).While, this
can be achieved only when we work towards positive teacher attitudes, make necessary
adjustments and accommodations for diverse learning needs , follow a universal design for
learning which is accessible and lastly by collaborating with stakeholders (Loreman, 2007).
This essay is going to discuss some of the necessary adjustments and accommodations that can
be made for inclusion of students with diverse learning needs and in particular students with
sensory disability in a maths classroom from the perspectives of a new scheme teacher. In
addition, the essay will also demonstrate the understanding of the legislation in relation to any
student with additional needs and further discusses the skills needed for a new scheme teacher
towards successful inclusion in the classrooms.
Sensory disability is a condition that limits the persons use of senses. For example, a person
with hearing impairment can have hearing loss from mild to severe, which limits a person from
receiving the sounds through the ear (Shemesh, 2013). This essay focuses on discussing the
necessary adjustments and accommodations for a student with hearing impairment along with
other diverse learning needs in a maths classroom. Through the view point of a new scheme
teacher it is important to provide inclusive practices for students with diverse learning needs
as every individual has a right to study in any educational institution regardless of their
disability or diverse learning needs and this has been referred as Disability Discrimination Act
1992 in Australia (Konza, 2008). Even though Australia began to integrate students in the
mainstream educational settings after the mid 1970s, it did not completely remove the
distinction between special and regular education and moreover, it has been unsuccessful in
providing appropriate education for all students at their local school, despite of their disability
(Konza, 2008). The introduction of the Commonwealth Disability Discrimination Act 1992
which is later supported by the Disability Standards for Education 2005, made the education
systems to take a path towards inclusion (Konza, 2008). Since then all the educational systems
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have been restructured in providing accessible facilities, resources and trying to implement
flexible curriculum for all students with diverse learning needs (Konza, 2008). In addition, it
is believed that the Salamanca Statement 1994 was the remarkable one in supporting inclusive
education and has produced notable outcomes towards inclusive education (Loreman, 2007).
Therefore, as a new scheme teacher it is particularly important to implement inclusive practices
in maths classroom as we have a responsibility in providing equal education and in marching
towards equity in education.
As a new scheme teacher, it is vital to understand the difficulties faced by students with hearing
impairment in learning, before starting to plan the necessary adjustments and accommodations
for overcoming the barriers and to produce successful outcomes in learning. According to Ray
(2001), students with hearing impairment often has limited language base which has profound
impact on understanding and developing the mathematical concepts. Furthermore, Ray (2001)
stated that this will causes problems with cognitive development of the student which effects
problem solving, logic and reasoning and communication in the individual, and also slows
down the learning process. While, problem solving, communication, reasoning, fluency and
understanding are the main outcomes for maths syllabus in Board of Studies Teaching and
Educational Standards(BOSTES), it is necessary for a new scheme teacher to make students
with additional need in particular students with hearing impairment to overcome these barriers
for producing successful learning outcomes.
From the perspectives of a new scheme teacher adjustments and accommodations act as an
essential tool in creating educational equality within the classrooms. Adjustments can be
defined as appropriate measure that are to be taken for enabling a student with additional needs
to achieve syllabus outcomes in learning and assessment similar to their peers (Westwood,
2013).While accommodations can be defined as making necessary changes to physical
environment which allows student to gain access for learning (Westwood, 2013).When
considering a student with hearing impairment in a maths classroom the following adjustments
and accommodations can be considered in order to provide access to the curriculum and in
meeting their learning needs
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logic and reasoning and communicating. Thus, for a new scheme teacher it is important to
reduce noise reduction by choosing environments with sound absorption materials. For
example, considering to use rooms with carpets and a sound amplification system to reduce the
background noise in the classroom (Ray, 2001).
While there are so many adjustments and accommodations that can be made for students with
diverse learning needs, teachers have to work towards creating an educational climate and set
of practices which includes, developing of positive attitudes, collaborative approaches and
flexible curriculum and pedagogy. These factors have been listed as the seven pillars to support
inclusion which can act as a framework in working effectively towards inclusion (Loreman,
2007). Firstly, teachers attitude in the classroom have strong influence in producing successful
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learning outcomes (Forlin, Loreman, Sharma & Earle, 2007). For example, negative attitudes
of teachers in the classroom have a correlation with low expectations for a student with
additional needs and therefore can cause less opportunities for a student to learn (Campbell,
Gilmore & Cuskley, 2003). While positive attitudes can lead to higher expectations of a student
and are very vital for successful inclusion practices (Angelidies, 2008). Besides these benefits,
having positive attitudes can improve self esteem, and performance of students in learning by
creating more opportunities (Palmer, 2006). Thus, it is crucial for teachers to develop positive
attitudes towards students for successful inclusive practices. However, this can only happen
when teachers are provided with opportunities that result in positive experiences (Woodcock,
2013). From the empirical study in investigating attitudes towards inclusion it is found that
teachers are inclined towards positive philosophy about inclusion, but they are cautions of
children with multiple disabilities (Sharma, Forlin & Loreman, 2008). Furthermore, the
empirical study implied for more professional training in order to make teachers feel confident
about facing the challenges of inclusion (Sharma et al., 2008).
Working collaboratively with parents is crucial for new scheme teachers as parents are
considered to be students first teachers and they know their childrens needs very well.
(Loreman, 2007). Working together with families has resulted in positive outcome across many
measures (Salend, 2011). According to Poed and Elkins (2012), collaboration with families
allows to develop a positive relationship which assist in understanding the structure of the
family and helps to shape teaching practices for the diverse learning needs of student. Thus, it
is imperative for a new scheme teacher in a maths classroom to work collaboratively with
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families as it has been proved to enhance their mathematical performance, promoting positive
behaviours and emotional development in students with additional needs (Cai, 2003).
Flexible pedagogy and curriculum are also the main elements in order to approach successful
inclusion in the classrooms. According to Loreman (2007), it is important to provide a flexible,
broadened and accessible curriculum for students with divers learning needs in the classroom
as it will lead to more student centred instruction rather than teacher centered instruction. While
this can happen through the universal design of learning which has been noticed as an effective
way to approaching in designing a curriculum which will satisfy the different learning needs
of all students (Zeff,2007). As a new scheme teacher with maths as a key learning area(KLA),
universal design for learning should be adapted with the three guidelines which include,
multiple means of representation, multiple means of expression and multiple means of
engagement for teaching students with hearing impairment alongside with other additional
needs.
On overall, as a new scheme teacher it is curial to understand and develop all the supportive
elements of inclusion due to its abound benefits for both students and teachers. Teachers should
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develop flexible curriculum and pedagogy to meet the needs of diverse learners, have
knowledge of legislation in order to realise the responsibility of creating inclusion, have
positive attitudes towards inclusion, collaborate with various stakeholders to design the
accessible teaching practices and assessment tasks by making adjustments and
accommodations in order to achieve successful inclusion in schools for all students with
diverse learning needs.
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References
Cai, J. (2003). Investigating parental roles in students' learning of mathematics from a cross-
Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing Student Teachers Attitudes
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Foreman, P., & Arthur-Kelly, M. (2014). Inclusion in action (4th ed.). South Melbourne,
Forlin, C., Loreman, T., Sharma, U., Earle, C. (2007). Demographic Differences in Changing
Konza, D. (2008). Inclusion of students with disabilities in new times: Responding to the
Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in
the classroom (2nd ed.). Crows Nest, Australia: Allen & Unwin.
Loreman, T. (2007). Seven pillars of support for inclusive education: Moving from "why?" to
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Murray, E., & Brookover, I. (2012). Universal design for learning in the mathematics
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the classroom (pp. 71-87). New York, United States of America: Guilford.
Poed, S., & Elkins, J. (2012). Legislation, policies, and principles. In A. Ashman & J. Elkins
(Eds.), Education for inclusion and diversity (4th ed., pp. 39-60). Frenchs Forest,
Sharma, U., Forlin, C., Loreman, T., Earler, C. (2006). Pre-Service Teachers Attitudes,
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Westwood, P. (2013). Inclusive and Adaptive Teaching: Meeting the challenge of diversity in
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Woodcock, S. (2013). Trainee Teachers Attitudes Towards Students with Specific Learning
Whitney, H. R. (2014). Universal Design for learning in action: 100 ways to teach all learners.
Zeff, R. (2007). Universal design across the curriculum. New Directions for Higher Education,
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