Effective InstructionalStrategies in

Inclusive Education

Mainstreaming was the first movement devoted to placement of students with disabilities within the general education classroom.

Inclusion has been used to describe the education of students with disabilities (SWD) in general education setting.

Inclusive Education means that students with disabilities are supported members of chronologically age-appropriate general education classes receiving the specialized instruction delineated by their Individualized Educational Programs (IEPs) within the context of the core curriculum and general class activities.

(Halvorsen and Neary)

WHAT THEN IS THE DEMAND OF THIS SITUATION?

Characteristics of Effective Teachers

Have a well managed classroom Provide students with the maximum opportunity to learnMaintain an academic focusHave a high expectations of what students can achieveAdopt a style that is business-like and work-orientedShow EnthusiasmUse strategies to keep students on task, motivated and productive

Present new material in a step by step manner Employ direct and explicit instructional procedures Use clear instructions and explanations Demonstrate appropriate task-approach strategies Monitor closely what students are doing Adjust instructions to individual needs, re-teach when necessary Use a variety of resources

Spend a significant amount of time in interactive, whole class teaching Use assistive technology – video viewing Do scaffolded instruction Do collaborative teaching

Different types of Learning

Discrimination LearningFactual LearningRule Learning

Procedural Learning Conceptual Learning Problem Solving and Critical Thinking types of Learning

Four common stages of Learning

1.Acquisition2.Maintenance3.Fluency4.Generalization

Instructional Strategies for Types

of Learning

Instructional StrategiesDiscrimination

- Present examples and non-examples

Factual- Repetition, rehearsal, practice using

drill procedures, chunking pieces of information together, elaborating on information to enhance meaningfulness, using mnemonic strategies.

Rule- Practice using the rules, repetitions,

making up meaningful “sayings” using the rules, drill and practice with the rules and modelling application of the rules.

Procedures- Model use of procedures, cue cards,

with steps of procedures written out as reminders, drill and practice and etc.

Concept- Use procedures for teaching rules and

discrimination, examples and non-examples and etc.

Problem solving- Use modelling, coaching, prompting,

demonstrate examples of successful problem solving.

Instructional Strategies for

specific levels of learning

Instructional StrategiesAcquisition

- Slower pace of instruction, model, demonstrations, lots of reinforcement for accurate responding, show examples and non-examples, direct questions

Fluency- Faster pace of instruction,

reinforce more rapid, accurate responding, graphing performance and goal setting, vary types of reinforcers

Application- Several instances and application

problems, model procedures and directions, provide demonstrations, make examples concrete and meaningful and etc.

Generalization- Ensure students have mastered

relevant skills, train and retrain in “real-world” settings and situations and etc.

General Guidelines in considering Instructional Strategies for

Inclusive Settings

1.Employ frequent practice to ensure that skills will be reinforced throughout the day by all staff, students and parents.

2.Provide non-stigmatizing instructional prompts and consequences.

3.Select instructional strategies that are natural, yet still effective.

4.Ensure that all staff members have the information and skills to instruct systematically.

5.Establish regular opportunities to review their effectiveness.

Diversity can be a resource not an obstacle. (Haddad, 2009)

Inclusive education should be seen as an approach to school improvement. Inclusion is all about making quality education available to all.

Make impossible POSSIBLE!

THANK YOU :*