(2008). Education systems and services. In A. Ashman & J. Elkins (Eds. ), Education for inclusion and diversity (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia.
Theory in Practice, 42 (2), 102-108 Pisha, B., & Coyne, P. (2001). Smart from the start: The promise of universal design for learning. Remedial and Special Education, 22 (4), 197-203
It is extremely important for educators to choose and evaluate materials to that will encourage student learning. The overall goal when choosing resources is that they support the learning outcomes of the curriculum. Student experiences and learning outcomes are shaped by the resources the teacher chooses to use the their classroom. It is important for educators to evaluate all learning resources prior to use to ensure they meet the criteria that will allow all students regardless of their culture of linguistic differences to be successful in their learning endeavors.
(2005). Differentiated Instruction and Educational Standards: Is Détente Possible?. Theory into Practice, 44 (3), 234-244. Pisha, B., & Coyne, P. (2001). Smart from Start, the Promise of Universal Design for Learning.
Journal of the Scholarship of Teaching and Learning Volume 8 (number 1) pp. 101-109. http://files.eric.ed.gov/fulltext/EJ854829.pdf Katz, Jennifer., & Porath, Marion. (2011) Teaching to Diversity: Creating Compassionate Learning Communities for Diverse Elementary School Students. International Journal of Special Education Volume 26 (Number 2). http://files.eric.ed.gov/fulltext/EJ937173.pdf Ludhra, Geeta, & Jones Deborah (2008) Conveying the “right” kind of message: Planning for the first language and culture within the primary classroom.
The introduction of policies and legislations in regards to inclusion within the classroom demands teachers to reassess their learning environments in order to cater to the diverse range of students within our classrooms. As a teacher it is our responsibility to set up our learning environment to maximise student learning and teaching providing varying strategies to cater to our students’ differences. As educators I believe it is important to create a learning climate within and surrounding your classroom. An environment where students feel their opinions are considered and valued (Chapman & King, 2005). By creating an open, caring environment students are more likely to take risks, and to develop the understanding that it is ok to fail and try again.
Teaching and learning a second or foreign language is much like teaching in the general education classroom. ESL classrooms need structure, nurturing, and sufficient instructional strategies. With such diversity among adolescent ELs, it is important for teachers to learn as much as possible about their students’ background, prior knowledge, and experiences, and to have knowledge of strategies that directly address the needs of their students. Instructors need to build relationships of trust with their students and their families. Also, teachers need to establish predictable classroom routines and procedures.
Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow. The Universal Design for Learning (UDL) is a concept that is used at the point of teachers planning. This idea stems from the field of architecture and attempts to design products and environments so that they are usable by all people, in this case students, to the greatest extent possible without the need for adaption or specialised design.
There is no doubt that success in teaching and learning depends on the quality of the knowledge and skills which are most teachers or instructors should apply in the classroom. Teaching is seen as a creative performance by the success of learning practices. In line with this statement, to achieve the quality of teaching in today's knowledge-based, collaborative teaching approach is considered as a priority by many educators. The collaborative teaching concept in a globalize world of today has brought to broaden areas, where it is applied based on the conditions of a particular place, time and space. Collaborative is the use of various professionals working together to achieve the child's education program (Murata and Tan, 2009).
This concept takes into account that all students are unique and have various strengths, weaknesses, and interests. However, rather than the teacher adapting curriculum to specific individual’s needs during planning the t... ... middle of paper ... ...n successful design of the inclusive class. As a new teacher setting up the learning environment using the described strategies will have its difficulties. However in order to alleviate any fears I possess it is important that I become familiar with existing practices of successful differentiated instruction, engage in professional development and discussions, build relationships within the class and beyond the school. In addition to this, one of the most important practices for me as a teacher is that of reflection.