The Importance of Inclusion

Curriculum & Instruction in Upper Secondary Arts  // Week One

INCLUSION DIFFERENTIATION & DISABILITY LEGISLATION

Feeling included is an essential aspect of learning – to feel like an outcast is to feel as though you shouldn’t be there, you shouldn’t be learning. This is something as teachers we must ensure to eliminate in a classroom environment.

CLASSROOM MANAGEMENT

An aspect of inclusion in the class is the way the class itself is managed; to gain respect from your students whilst being in a position of authority and control. This is a challenge we as teachers must overcome. Whilst watching a video entitled “Classroom management – Week 1, Day 1”, I took note of a number of things done and said which would assist in creating a positive and controlled learning environment;

  • Introduce yourself 1-on-1 with students as they enter
  • Set out a seating plan for students to follow (this ensures you are in control of socializing situations and enables you to learn their names through association)
  • Tell them time frames and expectations of their work
  • Reassuring that mistakes are not a problem
  • Telling students they are doing well as they are completing tasks to your expectations
  • Give them things to do when initial task is complete (keep them on track)
  • Demonstrate and do activities with them
  • Tell them what they will get from you as a teacher
  • Explain how tasks will be completed thoroughly
  • Challenge or compete with other classes/groups to encourage effort
  • Keep ensuring their positive behaviors (silence, working)
  • Make sure they know what work is due when
  • Make sure students have hand out prior to going through them
  • Let students know they can speak to you in private after class to discuss any issues
  • Understand the social, financial and cultural  situation of students
  • Give students options for work (multiple ways to complete the same task)
  • Tell them of their capabilities and what you expect from them
  • Explain how things will work through the semester
  • Tell them about yourself so they can see you a more than “just a teacher”
  • Respect them, calmly explain any issues
  • Make sure they know you are excited to teach them and that you are about them

DISABILITY STANDARDS IN EDUCATION

Inclusion of students from all backgrounds is paramount for the success of a welcoming learning environment. Students with physical or mental disabilities are no exception to this, and certain legislation is expected to be followed by teachers and all educational staff.

Staff must ensure students with disabilities can access and participate in education on the same basis as other students. Education providers take reasonable steps to ensure students with disabilities are provided with opportunities to realize their individual potential through participation . We have an obligation to make reasonable adjustments where necessary to ensure all students can participate.

On the “same basis”; a student has opportunities and choices which are comparable to those offered to other students in relation to admission or enrollment in an institution and participation in courses or programs and use of facilities and services

“Reasonable adjustment”; action taken to assist student to participate in education and training on some basis of other students. It is reasonable if it achieves this purpose whilst taking into account the students learning needs and balancing of all parties affected including other students, the teacher, other teaching staff and other students.

Classroom Management – Week 1, Day 1
Universal Design for Learning Guidelines
Disability Standards for Education
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