Implementing the INCLUDE Strategy Introduction: Effective teachers evaluate their classroom environment in comparison to their students’ academic, functional, behavior and social needs. After taking this into consideration, the teacher should make appropriate accommodations and/or modifications to ensure all student success in the classroom. Despite a teacher’s highest expectation for students, students who require a more individualized approach will always be of concern. The INCLUDE strategy is provided for these students who require an individualized approach. INCLUDE allows teachers a strategy for making adaptations or accommodations based on individual student needs, along with the teacher’s expectations in the classroom. (Friend & Bursuck, 2006) The INCLUDE strategy is based on the theory that what takes place in a classroom can either lessen the impact of student learning or increase it, making adaptations necessary to change, or modify student learning behavior. By evaluating a student’s learning needs and styles, and the demands of the classroom environment, a teacher can accommodate most students with special needs in their classrooms. (Friend & Bursuck, 2006) The INCLUDE strategy contains components of both universal design and differentiated Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass... ... middle of paper ... ...(Friend & Bursuck, 2006) In the past, Sam’s family has not been very supportive. However we know that parental feedback can greatly help assess a strategy that has been trialed with a student. By getting Sam’s parents on board with monitoring his academic and social behavior, the teacher can thoroughly assess Sam’ progress and the effectiveness of the introduced strategies, with their feedback. Conclusion Effective practices such as INCLUDE, allows teachers to accommodate more diversity in their classrooms. When teachers have the mindset of accommodating their classrooms, they reduce the need for making more individualized adaptations, unless necessary for particular students. The most important aspects to maintaining an orderly and effective classroom environment are organization, grouping, instructional materials, and strategies to promote successful students.
.... (2007). Tips for teaching: Differentiating instruction to include all students. Preventing school failure, 51(3), 49-54.
As a teacher in training, I have very limited in-classroom experience and depend heavily on the expertise of professors as well as a variety of books and articles published on education. I am convinced that a learner centered approach to instruction is of fundamental importance and that it will inform most teaching decisions I will need to make to become an effective educator. Knowing as much about the students before school even begins will help structure the content material and guide the instruction methods. Along with this, knowing what the school provides in terms of environment and materials will help formulate a plan to give students every possible opportunity for achievement and success. Wong (2005) defines classroom management as “all of the things that a teacher does to organize students, space, time and materials so that student learning can take place” (p. 84).
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
The INCLUDE strategy is based on the application of applying an individualized method for students with disabilities. The characteristics include providing the teacher with an organized way to provide accommodations that fit the student’s needs and ability. The INCLUDE strategy is intertwined with the Response-To-Intervention method (RTI). The INCLUDE strategy is grounded in the presumption that the teacher and student relationship is vital to the success of the student. Additionally, the INCLUDE strategy allows the teacher to examine the student's needs and abilities as it relates to the classroom setting and implement practical accommodations. The INCLUDE strategy includes features of the universal design and differentiated instruction (Friend, & Bursuck, 2012).
The true purpose of school is to prepare children for their future in becoming lifelong learners and global citizens. For children with special needs, special education services prepare and provide support for them in dealing with the challenges they face daily. Laws such as Individuals with Disabilities Education Act has enforced schools to provide education to all children and reinforces the purpose of the school, which is to provide children the Least Restrictive Environment to help them develop to their optimal potential. There are myriad of concerns regarding inclusion’s effect on typical developing students, yet a research done by Bui, Quirk, Almazan, and Valenti shows that “[p]resence of students with disabilities results in greater number of typical students making reading and math progress compared to non-inclusive general education classes” (p. 3). Therefore, inclusion not only benefits children with disabilities, but it also benefits typical developing student’s academic skills and allows them to learn acceptance and respect for students with disabilities.
UDL is a research-based framework that teachers can use to help students, including students with disabilities demonstrate their knowledge in a variety of ways. By using flexible materials, techniques and strategies to reduce barriers in instruction and provide supports that will help students succeed academically. The way information is presented using UDL is flexible that it open up ways and opportunity for students to engage, respond or demonstrate their knowledge and skills, in the ways that is unique to the students.
Standard #3: Learning Environments. “The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation (Henson, 2009).”
How do teachers enable all students of varying abilities to reach the same goals and standards established for their grade level? Instruction begins with a concept of treating each student as a unique learner whose strengths and weaknesses ha...
Inclusion of all students in classrooms has been an ongoing issue for the past twenty-five years (Noll, 2013). The controversy is should special education students be placed in an inclusion setting or should they be placed in a special education classroom? If the answer is yes to all special education students being placed in inclusion, then how should the inclusion model look? Every students is to receive a free an appropriate education. According to the Individual Education Act (IDEA), all students should be placed in the Least Restrictive Learning Environment (Noll, 2013).
The idea of inclusion within a classroom tends to breed controversy from many people. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). There are many different views on how students with disabilities should be handled. Those views ranged from students being fully included, partially included, or not included at all in mainstream schooling. Different descriptions of inclusion tend to reflect the person's own opinions towards it. People who feel students should not be included in the classroom focus on the negative characteristics of inclusion, such as the challenges of developing plans for students as well as the hard work it requires to incorporate those plans. However, studies show that full inclusion has many benefits to the students, for both students with disabilities as well as students without them. Inclusion has shown to improve the student's social skills, encourage communication, inspire laws and regulations, and improve the overall schooling experience (Gargiulo, 2012). Although it will take longer then some would like or have the patience for, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
Many agree that inclusion can be a positive experience for special education students, general education students and educators. Inclusive classrooms provide a diverse, stimulating environment for special education students. Vaughn and Klingner, 1995 found that special education students believe that inclusive classrooms provide them with more of an opportunity to make friends (Turnbull et al., 2004, p.70). Special education students who are included in regular education classrooms become part of a much larger learning community and they are able develop more of a positive self view.
Education systems and services are integral to setting up a learning environment that maximises teaching and learning. I agree with Munro (2009) that being aware of what services, programs and support staff are available will be of great benefit to the learning environment, students and professional learning. I believe that adopting individual education plans, students learning profiles and modifying the curriculum can reduce the concern that some researches express that students are still being segregated from the classroom environment due to their “special learning needs”. These concerns are reduced by developing practices and adaptions that promote inclusion. I also believe that it allows for continual monitoring of students learning and progress and encourages critical reflection of teaching practices. Material and human resources that education systems provide encourage further professional development and practical ways to make adjustments and adaptions to classroom practices. I believe with the support of these systems inclusive education can be integrated seamlessly into my daily practice.
Strategies to support inclusive student participation and engagement in learning allow the teacher to help students who struggle to become involved in class and who struggle to engage in the learning material. Finally, organisation of the classroom and providing directions to learners managing challenging behaviour is highly important to create a positive and creative workspace that allows students to want to learn and to reduce bullying in the class.