2 nd international conference ‘excellence in school education ’ inclusive education dept. of...
TRANSCRIPT
2nd INTERNATIONAL CONFERENCE
‘EXCELLENCE IN SCHOOL EDUCATION’
INCLUSIVE EDUCATION
Dept. of Management Studies
IIT Delhi
26th- 28th Oct’ 2010
Mrs Ismat V
Ahmed
HeadMistress
Delhi Public School
Athwajan, Srinagar
INCLUSION EDUCATION
As defined by UNESCO-the "transformation of schools and other centers of learning to cater for all children.
The second meaning is still common but older and limits the scope of inclusive education to differently-abled persons.
The term "differently-abled persons" indicates that disability is not perceived as a deviation from the norm. The term "disabled persons" might be misinterpreted to imply that the ability of the individual to function as a person has been disabled.
Inclusion Edn :
When every child is welcomed and valued regardless of ability or disability.
Giving every child the help s/he needs to learn.
Primary placement in age-appropriate grade level general education classroom
Receive supports and services necessary to receive an effective education
Children with Challenging
Behavior Few conditions that helps explain why children can be so
unpredictable, uncooperative, angry and aggressive are:
SpLD – Specific Learning Difficulties
(Dyslexia, Dyspraxia, Dyscalculia )
ASD – Autistic Spectrum Disorder
SEBD-Social, Emotional & Behavioral Difficulties
ADHD - Attention Deficit Hyperactivity Disorder
ODD - Oppositional Defiant Disorder
CD - Conduct Disorder
The Top Four reasons for Special
Needs: 1) Make life more enjoyable and manageable 2) Find the best help so you can get a break 3) Include your child in many community activities 4) Advocate more effectively for your child
ANXIETIES :•Transform education systems: must provide a flexible curriculum responsive to differences among learners
•develop a support system to provide continuous and competent guidance to stake holders- teachers, learners and parents.
•Education should cater to diverse learners.
•a challenge and enrichment, rather than a problem.
•Strengthen capacity of existing services rather than invent new ones. •Improve co-ordination - encourage partnerships.
•Need flexibility - different models in different settings .
Hurdles & Barriers Readiness
Safety
Special care
Lack of programs
Lack of knowledge
Lack of commitment
Policies and Inclusion: RESOURCES ESSENTIAL
To avoid harm to the academic education of students with disabilities, a full panoply of services and resources is required, including:
Adequate supports and services for the student
Well-designed individualized education programs(IEP)
Professional development for teachers involved.
Teachers to plan, meet, create, and evaluate the students together
Reduced class size based on the severity of the student needs
Professional skill development in the areas of cooperative learning, peer tutoring, adaptive curriculum.
Collaboration between parents, teachers and administrators
Sufficient funding so that schools will be able to develop programs based on student’s need.
Classroom Strategies To Support Inclusive Education:
Multi-level instruction
Cooperative learning
Individualized learning modules
Activity-based learning
Peer tutoring
REASON OF UNRULY BEHAVIOR: THE CHILD
Specific Learning Difficulties- Dyslexia, for instance – do not necessarily lead to challenging behavior but they maybe a factor in contributing towards frustration and poor self esteem in school.
Similarly, level of intelligence might not be a direct cause of impropriate behavior but it can be contributory factor.
Students with poor levels of emotional intelligence, however, find it difficult for positive social interaction. They struggle to share & are often inflexible, especially under stress.
THE FAMILY: Overt family conflict, Divorced parents.
Sibling rivalry
Death of close relative
Inconsistent and unclear discipline
Hostile relationship or dejection
Sexual or emotional abuse
Alcoholism
Personality disorder
Health of family member
THE COMMUNITY
Socio –Economic disadvantage
Constant changes of circumstances
Disaster
Discrimination
Homelessness
Other significant life events
ATTENTION DEFICIT HYPERACTIVITY DISORDER
CAN’T LEARN - ADHD: Has trouble in paying attention
Fails to finish work he/she starts
Trouble in completing assigned work
Spacey/ daydreamer
Impulsive Actions & verbal responses
Difficulty in staying organized
Is restless/ overactive
Losing and forgetting equipment
Aggressive towards classmates
Unable to follow instructions
OPPOSITIONAL DEFIANT DISORDER
WON’T LEARN- ODD :
Argue with Adults
Refuse and Defy
Are Angry and Defensive
Are Spiteful and vindictive
CONDUCT DISORDER
DON’T CARE- CD : Destruction of people’s property
Aggression to people / animals
Deceitful- may break into people’s house, car, building
Steal items, con others into giving goods or favours.
Often truants from school (age 13 onwards)
Stays out at night as defiance
Runs away from home in protest.
Special Education IS. . .
…individualized supports that give kids with disabilities the :
extra help they need to learn from general curriculum.
Physical therapy
Language therapy
Behavior plan
Environmental accommodations
Speech therapy
Curriculum adaptations
Communication board
Each student has an IEP
learning goals and objectives for the coming yearlearning goals and objectives for the coming year
the services and supports the student will receivethe services and supports the student will receive
accommodations for the student (different ways of accommodations for the student (different ways of learning or responding)learning or responding)
if and to what extent the general curriculum will be if and to what extent the general curriculum will be modified for the studentmodified for the student
if and why the student will be out of the general if and why the student will be out of the general education classroom and away from non-disabled education classroom and away from non-disabled students.students.
•There must be a connection between the general curriculum objectives and this student’s IEP goals and objectives.
• What the student will learn about each subject the class is studying.
• Which and how many general curriculum objectives are to be taught.
• Must make general curriculum objectives functional and meaningful for this student.
Blend of Curriculum
FRIENDSHIP: the strengthening bond
Inclusion – Making it work It’s not readiness
It’s not finding the right program
It’s not providing services
It’s about support
‘Special children are generally sensitive. They feel and understand that they are
different’
Factors that determine the success of inclusive classrooms:
Family-school partnerships
Collaboration between general and special educators
Well-constructed plans that identify specific accommodations, modifications, and goals for each student
Coordinated planning and communication between "general" and "special needs" staff
Integrated service delivery
Ongoing training and staff development
1. Same as all students, with accommodations Listen to story and then respond to
opinion questions using communication device
Create art project using adapted materials
Conduct science experiment using peer assistance
2. Lower level objectives, same curriculum unit During a lesson on responsibilities of the president
• Identify the president’s picture and tell his name
During a lesson on telling time to the 1/4 hour• Use a digital clock to tell time to the hour
During a lesson on budgeting• Match coins (rupee, coin) to a sample
During history lesson on Stone Age people• Match key concepts to visuals to show understanding of the
shelters, food, and activities of Stone Age PeopleDuring math activity worksheet to practice multiple digit
addition• Use manipulatives to group items together and then count the sum
During science activity on whale identification• Sort pictures of whales from other animals
During science activity on rock formation• Sort rocks by color
3. Alternate skills During a science activity
• Interact appropriately with others, use mobility skills, and use one-to-one correspondence (count out materials)
During an Indian history discussion• Maintain an upright position and answer questions using a
communication device
During classroom reading• Use adapted book to match and place pictures on the
page
During science class on recycling• Pick up and place recycled item in appropriate bin
During social studies group activity to develop presentation on racism
• Walk to front of class using walker, operate computer to change slides using switch.
Reading Simplify texts
Add representational objects
Use photos or visuals
Use technology for access (slant boards, page turners, digital books)
Taped reading materials
Embed preferences
Offer choices
Use technology- computer program
Adapt response expectations
Peer partner reads
Use interactive strategies to support participation – place visual, turn pages, record response.
Provide objects connected to content material to support the reading experience – read with your hands.
Mount symbols, pictures or tactile objects that represent concepts being taught
through a textbook.
Writing Alternatives to a pencil
• Stamps• Stickers• Magnetic letters• Markers• Tape recorder for dictation• Keyboard• On-screen keyboard• Touch screen selection• Arrange pictures, cards
Use objects or manipulatives connected to content material to describe an event, give information, use non-slip matting to keep them in place.
Use objects or manipulatives to “write” words or numbers – place the objects in order to “tell” the story, or give information about the concept being taught.
Collect the items in a bag or basket to represent a collection of information. Take a digital picture.
Pair the objects with words, symbols, or numbers.
Have a peer scribe to record the event.
Provide a choice of two objects to give a “written” answer to a question – accept direct selection, gesture, eye gaze or other mode of student communication.
Mark answer, select answer from cards, point to answer, select using AAC or digital display
Let’s Talk Sharing concerns, experiences, hopes,
fears, and dreams
Working together to change the opportunities for achieving inclusion
‘The child is not a pail to be filled but a fire to be lit.’
Turn a Life around…
“Too often
we
underestimat
e the power
of a touch, a
smile, a kind
word, a
listening ear,
an honest
compliment,
or the
smallest act
of caring, all
of which have
the potential
to turn a life
around”