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UNIT 6.1 DIVERSITY AND INCLUSION:

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UNIT 6.1 DIVERSITY AND INCLUSION: PROVIDING FOR INCLUSION (258-273). Simon Ellis and Janet Tod OBJECTIVES: Have an understanding of the importance of inclusion in ... – PowerPoint PPT presentation

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Title: UNIT 6.1 DIVERSITY AND INCLUSION:


1
UNIT 6.1 DIVERSITY AND INCLUSION PROVIDING FOR
INCLUSION (258-273).
  • Simon Ellis and Janet Tod

2
OBJECTIVES
  • Have an understanding of the importance of
    inclusion in schools within the context of
    special educational needs (SEN).
  • Think about how to develop a pedagogy with regard
    to inclusion.
  • Have the a ability to increase the range of
    strategies for achieving increased inclusion.

3
YOUR IDEAS ABOUT



  • Inclusion
  • Diversity
  • Special education
    needs
  • (SEN)

4
THE COMMITMENT TO INCLUSIVE EDUCATION
  • Five main beliefs about special educational
    needs
  • Every child has a fundamental right to education.
  • Every child has unique characteristics,
    interests, abilities and learning needs.
  • Education system should be designed to suit such
    diversity.
  • learners with special educational needs should
    have access to regular school that can take care
    of their needs.
  • inclusive oriented schools are the most effective
    means of creating welcoming communities for all.
  • the last two points are the most challenging in
    terms of the level of educational change demand.

5
  • "inclusion recognizes the individual child's
    right to be included and carries the expectation
    that schools need to be prepared to change
    aspects of curriculum, assessment, pedagogy and
    groupings of pupils to facilitate this."

6
DEFINING EDUCATIONAL INCLUSION
  • "inclusion is about much more than the type of
    school that children attend it is about the
    quality of their experience how they are helped
    to learn, achieve and participate fully in the
    life of the school." and this is guided by
  • removing barriers to achievement".

7
"CHILDREN WHO LEARN TOGETHER, LEARN TO LIVE
TOGETHER."
8
EVALUATING INCLUSION
  • Inclusion is a process that is influenced by
    a range of factors and has different meanings and
    outcomes for those involved. It might, for
    example, have a different meaning for a parent
    than a policy maker and be judged accordingly.

9
DISCUSSION
  • With your partner, try to describe an inclusive
    classroom and provide some examples,,

10
TO BE ABLE TO EVALUATE INCLUSION YOU SHOULD
THINK ABOUT
  • Principles.
  • Place. 
  • Policy.
  • Practice. 
  • Person.
  • HOW??

11
WHAT DO YOU THINK NOW ABOUT EDUCATIONAL
INCLUSION?
12
CRITICISM OF INCLUSION 
  • Educational inclusion has been developed based on
    human rights and morals rather than on rational
    evidence.
  • It is surrounded by a number of practical
    challenges and problems. Ex. Failure to recognize
    various kind of needs.

13
  • Class discussion
  • Do you think that learners with special
    educational needs require special teaching or
    they can learn with their normal peers?

14
DEVELOPING INCLUSIVE CLASSROOM PRACTICE
  • Improving the quality of teaching is the key
    factor of more inclusive classroom.

15
MAIN PRINCIPLES FOR DEVELOPING A MORE INCLUSIVE
CLASSROOM
  • Setting suitable learning challenges give every
    pupil in your class the opportunity to experience
    success (ex.).
  • Responding to pupils' diverse learning needs use
    a variety of teaching methods to match the pupils
    different needs.
  • Overcoming barriers to learning an assessment for
    individuals and groups of pupils find ways to
    help learners overcome barriers of learning.

16
FOR YOU AS A TEACHER THE CHALLENGE IN DEVELOPING
YOUR PRACTICE IS TO ADDRESS THE THREE ELEMENTS AS
OUTLINED
Setting suitable learning challenges
Responding to pupils' diverse learning needs
Overcoming barriers to learning an assessment for
individuals and groups of pupils
17
REFERENCES
  • Learning to Teach in the Primary School. Arthur
    Cremin,2010. 2nd edition. Routledge Taylor
    Francis Group, London
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