Including Children with Special Needs in the Regular Class
description
Transcript of Including Children with Special Needs in the Regular Class
Including Children with Special Needs in
the Regular Class
Teacher Krystel Tolentino
Overview• special education • concepts of inclusion• different ways of learning
"What is taught isn't the same as how it is taught."Howell, Fox, Moorehead
"If a child can't learn the way we teach, maybe we should teach the way they learn"
Ignacio Estrada
Special Education Definition
Specially designed instruction, to meet the unique needs of a child with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings.
Special Education
“…the integration or mainstreaming of learners with special needs into the regular school system and eventually in the community” - DepEd, 1997
Function of Special Education
• Assessment• Placement• Modifications• Individualized educational program• Collaboration with IEP team
Inclusion• The practice of
providing a child with disabilities with his or her education within the general education classroom, with the support and accommodations needed by that student
Mainstream and Inclusion
http://www.isec2000.org.uk/abstracts/papers_c/correia_1.htm
Inclusion is…• Embracing and respecting differences• Expanding choice for CSN• Promoting unconditional acceptance• Creating a welcoming and inviting
environment• Involving age-appropriate peers• Creating connections in the
community• Respecting the entire family
Inclusion is NOT• Mainstreaming• Segregated Programs• Physical Placement• Placement with Younger• Peers• Part-time• A Program• A Privilege
Barriers to Inclusion• Negative attitudes and/or stereotypes• Fear• Lack of understanding of educational
responsibility• Lack of training• Inadequate ratios of adults to children• Lack of support from leadership• Lack of a plan to implement and
sustain inclusion practices
Myths about Inclusion• Every child with a disability needs a
one-on-one aide.• You have to know everything about a
child’s disability in order to support that child.
• Including children with disabilities will compromise the quality of the program for the other children.
Parent’s Perspective on Inclusion
How to Foster Inclusion?
CSN in the Classroom
Different Ways of Learning• Learning preferences– VAKT (visual, auditory, kinesthetic &
tactile)–Multi-sensory teaching & learning
Different Ways of Learning• Learning styles (McCarthy, 1987)– Dynamic, innovative, analytic & procedural
Different Ways of Learning• Nature of Intelligence• Multiple Intelligences– 8 Smarts: word (verbal/linguistic), number
(logical/mathematical), picture (visual/spatial), body (body/kinesthetic), music (musical/rhythmic), people (interpersonal), self (intrapersonal) and nature (naturalistic)
Different Ways of LearningStrategy MI’s Learning
Preference
Learning Style
Story Maps Verbal/linguisticLogical/mathematicalVisual/spatial
VisualAuditory
ProceduralAnalytic
Dance/performance
Body/kinestheticMusical/rhythmic
KinestheticAuditory
DynamicInnovative
Graphing plant growth
NaturalistLogical/mathematicalInterpersonal
KinestheticTactile
ProceduralDynamic
Experiments IntrapersonalBody/kinestheticLogical/mathematical
KinestheticTactileVisual
InnovativeProceduralDynamic
Journal Sharing
IntrapersonalInterpersonalVerbal/linguistic
AuditoryKinesthetic
AnalyticInnovative
Adjustments
Teaching Strategies• Use the strengths and interests of the
learner• Reward learner efforts• Focus on assessment of concepts rather
than conventions• Break instructions into chunks• Provide clear instructions in sequence• Teach prerequisites beforehand• Build in practice opportunities for new
skills• Use multi sensory approaches• Teach new concepts explicitly
Teaching Strategies• Review info on previous topics and
describe current lessons.• Summarizing various activities planned.• Set learning expectation• Set behavioral expectation in classroom• Identify material need for lessons• Refer resources that will help master
the lesson• Simplify the instruction and expectation
Behavioral Intervention• Praise when positive behavior is
displayed immediately.• Be consistent to avoid confusion.• Ignore unintentional behavior• Encouragement from the teacher can
help prevent students from becoming frustrated with an assignment.
When teachers are more aware of the struggles of CSN, they can better help the students in the classroom and establish a calm structured learning environment.
ReferencesStevens,S.H. (1997) Classroom success for the LD and AHDH
child.Winston-Salem,NC :John F. Blair.
Kochhar, C., West, L., & Taymans, J. (2000). Successful Inclusion: Practical strategies for a shared responsibility. Prentice Hall: New Jersey