For my Meta reflection I have chosen to reflect on topic 1 and 3. Knowing the nature of adolescence and its transitional stages of physical and mental development, and being aware of the normative transition and to consider the idiosyncratic ones would immensely help me in tailoring my teaching to suit their needs. Furthermore, recognizing the radical changes in how adolescents think and how their information processing becomes better, faster, more efficient and accurate will definitely improve my teaching style taking into consideration Gardner’s frames of Mind or the Multiple intelligences.
Inclusion in education is permitting all adolescents an equal opportunity to participate in all classroom activities regardless of their capacities. Difference should be treated as a resource and strength rather than exceptional.
‘’ Each learner is unique and has individual need. If the needs of our learners are discovered and met, the chances of success are greatly increased.’’ (Petty, 2004, p.496).Our role as educators is to diagnose the learners’ needs and differences, to strategically plan for
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The outcomes of this task will be different. Power point presentation, summary sheets, interactive games, videos and oral discussion could be used. To ensure diversity, equality as well as quality work, I will prepare a set of criteria per product in which the students need to meet. Students will be empowered by having the authority to choose, which promote effective learning. Meanwhile I will ensure that suitable choices were made. This methodology will cater for students’ differing interest, aptitude and learning style
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
During this stage adolescents, are able to engage in more abstract thinking, preforming mental operations on never experienced circumstances and analyzing metaphysical concepts. By way of illustration, some of the students from Hazel’s vocal groups stole some ornaments from a store and were caught, leading to their suspension from the vocal group. While Hazel agreed with the punishment, I explained through different hypothetical situations that the context of punishment can vary based on circumstances, which she was ultimately able to reason with. Also, Hazel utilizes her abstract understanding of the hypothetical construct of personality in order to evaluate instances of how her personality fits with either my partner’s or mine. Idealism and criticism are an eminent part of adolescence. Hazel came home and mentioned that she had a lengthy debate with another student regarding religion and politics. Exploring different types of religions or takes on politics and realizing the strengths and shortcomings of each is essential in the advancement of decision-making. Explaining this to Hazel, she agreed to be less closed off and listen to others views attentively. As attention becomes more selective and strategies become more effective in improving storage of information, metacognition improves. Hazel, particularly, has become very avid and diligent in developing effective studying habits.
What is inclusion? Inclusion learning is the idea that regardless of a child’s disability they are considered access to a regular education setting that will provide the learning aides needed for that child to learn successfully. The debate of inclusion learning has been on the table for many years. According to the U.S. Department of Education's report to congress in the 2006 school year there were 701,949 children between the ages of three and five years old being served for special needs under the Individuals with Disabilities Act (IDEA)(17). The IDEA was introduced in 1997 as an amendment to the 1975 Education for All Handicapped Children Act. This amendment was to “to ensure free and appropriate education for children of all learning and physical disabilities in the least restricted environment” (Individuals with DisabilitiesEducation Act Amendments of 1997). One of the purposes of the IDEA law was “...
Over the past year I have grown as both a person and a writer. My writing has improved
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
In order for inclusion to be implemented properly it is important that teachers, parents, and administrators to know the definition of inclusion. An inclusion program means that the student spends all or most of their school time in the general education classroom rather than a self-contained classroom. However, the students will still receive the support and interventions they would have received in a self-contained classroom. There are different types of inclusive classrooms where different types of teaching occur. There is co-teaching where there is both a general education teacher and a special education teacher that co teach. Both will work with students that have an individualized education plan (IEP) and the student will receive more support. In addition, an inclusive classroom can have a general education teacher but has the special education teacher as a resource or aid, which qualifies as a collaborative model of inclusion.
If one looks at the word “Inclusion”, its definition states that the word means being a part of something or the feeling of being part of a whole. By looking at this term, one gets a sense about what inclusion education is all about (Karten p. 2). Inclusion education is the mainstreaming of Special Education students into a regular classroom (Harchik). A school that involves inclusive education makes a commitment to educate each and every student to their highest potential by whatever means necessary (Stout). Their goal is for all children, disabled or not, to be able to attend a typical classroom.
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Slee (2001) argues that inclusive schooling demands schools to recognise all types of difference from disabilities, ethnicity, gender, class and sexuality. Furthermore, he challenges schools to accept difference, to encourage and promote flexibility thus benefiting not only the curriculum and pedagogy, but the community and students themselves (Slee, 2001).
Inclusion is the main issue within the inclusive learning environment, if a child doesn’t feel included within their environment then their learning will be effected by this. The Oxford English Dictionary defines inclusion as “the action or state of including or of being included within a group or structure” (Oxford English Dictionary 2011: Inclusion) This means that every child should feel involved and included, no matter of there different learning abilities or levels. This can mean children who have special educational needs, such as dyslexia, physical disability or metal disability. Inclusion should provide opportunities for all children, no matter of their age, race, gender, disability, religion, ability or their background, to be involved within their learning environment. Each child should feel like they belong and feel like they are...
Those who support an inclusion model for all students take the stand that students with disabilities should be placed in and inclusion setting with the idea that all special education students will benefit from an inclusion setting with their general education peers. An inclusion setting will provide academic growth and social growth. The placement of special education students in a general education classroom would also benefit students to respect and accept those students who are different. Students should be placed in an inclusion setting whenever possible (Noll, 2013).
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.
Inclusion does not only benefit the student, but the parents, teachers, school and the community. It is about understanding additional needs rather than ignoring them and allowing the student every chance that students without difficulties/disabilities have available to them
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...
My definition of inclusion is “that equality and equity is the right of every student no matter what the barriers exist to meaningful learning. All barriers require removal to allow access, for all, to the Australian curriculum content irrespective of the structural or economic adjustments that this necessitates. Inclusion does not necessarily provide guaranteed outcomes but is grounded on the concept of equal opportunity for all.”