Student retention and success in higher education: a Higher Education Academy enhancement workstream on inclusive teaching. Inclusive pedagogy requires teachers to adopt a humble and introspective attitude. Students must be given choices with respect to the learning they are to engage in. Inclusive education: Inclusive Education is defined as, all children irrespective of their strengths and weaknesses will be part of the mainstream education. Record your lectures so that auditory learners can listen to them more than once. This involves the provision of a variety of methods of response to communication, including a variety of tools such as assistive devices for those with disabilities. This involves the use of multiple modes of communication including but not limited to visual, written, and verbal communication. It is not only for students with disabilities, but rather is applicable to all students, providing for those who are gifted in particular areas equally as well as for those who may still be developing in those areas. Sokal and Katz (2015) conducted a study involving 183 students in 10 Canadian schools and found that the three-block model of UDL had a positive impact on students’ perceived intellectual engagement with learning as well as on active learning and peer interaction. Third, Meyer and colleagues recognize that options for what they refer to as “recruiting interest” must be provided. In order to do this a key area in which they must respond is that of pedagogy. A further criticism of VAK is that Willingham (2012) claims that most memories are stored in terms of meaning rather than in a visual, auditory or kinaesthetic way. Pappano (2011) argues that there is a gap between theory and practice, with some students expressing discontent when they noticed that their assignment was different to that of other children even as the approach was implemented by an experienced teacher in the area. Inclusion in Education : Towards Equality for Students with Disability 2013, Children with Disability, Australia report. UDL and the IPAA take a different approach, decentralizing difference and advocating means of teaching that cater to individual differences without necessarily singling out individuals for specific adaptations or modifications in the course of a lesson, as such adaptations and modifications are unnecessary having been anticipated in the overall lesson planning phase. CONCEPT OF INCLUSIVE EDUCATION Inclusive education is the process of strengthening the capacity of education system to reach out to all learners as a strategy to achieve education for all. They concluded that when compared to students in classrooms that used traditional methods not associated with the three-block model of UDL, Katz’s model was superior in terms of fostering the social and intellectual factors of engagement with learning. It must be intentionally, specifically, and carefully employed by teachers (McGhie-Richmond & de Bruin, 2015). A study in Cyprus by Valiandes (2015) involving a sample of 24 teachers and 479 grade 4 students yielded similar conclusions, with the use of DI in mixed-ability classrooms producing positive effects on student achievement. The first assumption is that difference is accounted for as an essential aspect of human development in any conceptualization of learning. The dilemmas faced are viewed as dilemmas for teaching rather than as being an inherent problem of the student’s. But progress comes slowly. Inclusive education is a contested concept, with the underlying practices and meanings varying from region to region. However, due to the sometimes individualized nature of the approach, large-scale studies are in the minority, with many focusing on single cases or a small number of cases. The DI approach, however, is not without critics. Third, they noted the ways in which technology can assist in promoting collaborative work for students, and argued that “Digital technologies afford students opportunities to collaborate in conceptualising problems, designing solutions and co-constructing artefacts or narratives” (McGhie-Richmond & de Bruin, 2015, p. 219). Uncovering ideologies, roles, and institutional influences on thinking and acting. The purpose of this article is to explore inclusive pedagogical approaches that may be useful and that have been shown to be adaptable regardless of context. This block recognizes the importance of examining and changing school and school systems structures and policies that might lead to exclusion of some children. The article focuses on the main concepts in Vygotsky`s theory on dysontogenesis (presented as a social constructionist view on disability), constituting the cultural-historical psychological basis for the Russian model in the contemporary inclusive preschool education. The learning processes of students with a hearing loss may be affected in the following ways: 1. For example, is there a bias toward a particular theory of learning such as social constructivism, and if so is this helpful or not helpful? •1990’s – ‘Inclusion’ replaced the term ‘integration’ and included an emphasis on improving the quality of education for pupils with special needs in mainstream schools •Since 2000 – ‘Inclusion’ now refers to removing barriers to high quality education for all children at risk of marginalisation : - Whether or not one is sympathetic to this point of view it must be acknowledged that the adoption of inclusive pedagogical approach does represent new ways of working for teachers, and requires the adoption of different points of view. https://resilienteducator.com/classroom-resources/inclusive-education Here are some of the strengths that will help them achieve success in the classroom: Those with an auditory learning style like to speak and hear others speak in order to learn, but they may have trouble reading silently or staying engaged in a completely quiet classroom. Based on approaches that appear to have been effective, a set of principles for the development and implementation of inclusive education pedagogy, as identified in the academic literature, can be discerned. This is all done in order to produce purposeful, motivated learners. On the whole smaller-scale studies appear to be more prevalent. JISC, Supporting an inclusive learning experience. Any suggested pedagogical approach can be deconstructed through a research method known as critical discourse analysis. What is missing from the approach? Even in cases where inclusive education is perceived as an opportunity for change, assumptions about normality and the nor-malization role of schools are not questioned and challenged. Fluencies in terms of various communicative modalities can be built: for example, enhancing listening and verbal skills, or improving comprehension and construction of written work. You must take special care when your class includes students who have physical, behavioral, and learning impairments. What are the roles of the teachers and learners? While the Rose and colleagues (2014) CAST UDL model is the most well known, there are other frameworks that complement and/or re-frame CAST. In this study they were able to discern examples of inclusive practice that did not single out particular students, and these practices were more or less in alignment with what later came to be the IPAA. Hockings, C. (2010) Inclusive learning and teaching in higher education: a synthesis of research, York: Higher Education Academy. Inclusive education values diversity and the unique contributions each student brings to the classroom. The goal of the IPAA is to promote the full participation of all students in the classroom community by extending what is typically viewed as being the scope of the regular school to a greater diversity of learners. Students and their parents participate in setting learning goals and take part in decisions that affect them. Katz’s model builds on the CAST work, incorporating it into a middle “block” that is bookended by socioemotional learning (Block 1) and systems and structures that support the process (Block 3). Such an understanding recognizes differences in groups and individuals, while at the same time promoting access to high quality education for all children in contexts where they learn together. This is no easy task and this lack of clarity may have led to “wiggle room” that some education jurisdictions have taken advantage of by using the language of inclusion but in reality changing little in order to promote the practice. What is being taken for granted in the pedagogical approach under consideration? 2. In their comprehensive review of the area, McGhie-Richmond and de Bruin (2015) drew attention to many areas in which technology was assisting in the provision of inclusive forms of instruction. Under the terms of the licence agreement, an individual user may print out a single article for personal use (for details see Privacy Policy and Legal Notice). In a truly inclusive setting, every child feels safe and has a sense of belonging. Lead class discussions and reward class participation. Of the three main models discussed in this article, only DI might be seen as having been relatively comprehensively researched; and even then there exist some gaps. 2. The third principle of UDL relates to the provision of multiple means of action and expression (Rose et al., 2014). At the heart of this model is a process involving promoting personal learning traits, communicating effectively, and providing a variety of options for the completion of goal-directed tasks. 1. clearly indicate that successful inclusive education does not require that every teacher have the expertise to meet the educational needs of every student. For example, their range of vocabulary may be limited, which in turn may affect their level of English literacy. Many teachers today work in environments where the medical model of discovering what is “wrong” with a student and then trying to “fix” that student is still very influential and present. Instead, the adoption of inclusive pedagogy requires humility: a recognition that if a student is not learning it may be the teaching that is the problem rather than the learner. The most familiar of these approaches include Universal Design for Learning (UDL) and Differentiated Instruction (DI). Therefore, the inclusive education is not merely a partial regulation of the education system, but its entire renovation, and a deep reform of schools (Stangvik, 1997), a school for everyone. With DI a frank and pragmatic acknowledgment of difference becomes important at the outset, as adjustments and adaptations are made so as to provide all individual learners with the opportunity to engage in rich and meaningful learning. UDL is a philosophy of education intended to provide access to learning and success for all students (Sokal & Katz, 2015). A number of areas for future research are evident. The asking of these and similar questions with respect to inclusive pedagogy, even in a fairly rudimentary way, can assist educators to evaluate the merits and suitability of an approach with respect to their context and personal views. In particular, the recent development of the IPAA Framework means that there is much to be done in terms of evaluating methods of implementation and general effectiveness. Inclusive education allows students of all backgrounds to learn and grow side by side, to the benefit of all. This is not to say that many well-intentioned people did not create and work in special education systems (and still do today), but rather that the premise of special education is that of segregation, whether it be based on the idea of providing a more appropriate education, or protecting marginalized groups from the realities of mainstream schools. Are you great at following verbal directions? Diversity is present and must be accounted for so as to ensure an elimination of learners on the margins. One of these is Katz’s (2012) Three-Block Model of UDL. 2 Allow any struggling auditory learner to take an oral exam instead of a written one. It involves assisting learners to understand the main ideas through highlighting salient aspects of a communication, and guiding the processing of communication to ensure that what is intended is being properly understood. Inclusive Education Short video. Demonstrate a repetitive model of desired verbal response to … in designing instruction. Inclusive Education Multiple topics. This is an accurate description with respect to the development of inclusive pedagogy, which has taken much from special education. Auditory learning is one of the three learning styles established by the VAK model of learning. You could not be signed in, please check and try again. According to Katz (2012), “Creating inclusive learning communities requires changes to educational policy, budgeting, staffing, training, and interactions with communities—indeed, a major reworking of the whole system” (p. 24). Such work is conceptual rather than being a presentation of empirical research results, but nevertheless provides a basis for practitioners to implement the IPAA in their schools and classrooms. Auditory learners. While Jennifer Katz is making good progress in researching the 3-Block model, other pedagogies are in need of greater support in research. They specifically highlighted the usefulness of technology in formative assessment, mediating and supporting self-directed learning, and assisting in the promotion of collaborative learning. During lectures, ask auditory learners to repeat ideas in their own words. What impact might it have on the identity of a learner? No-one. Create lesson plans that include a social element, such as paired readings, group work, experiments, projects, and performances. What is evident is that the carefully considered use of technology in the classroom is helpful and is an essential element of inclusive teaching. Inclusive classroom settings are arranged in a different ways to attain mastery in learning among a diverse group of learners. The adoption of differentiated instructional strategies came about as a response to some of the disadvantages inherent in the traditional approach to teaching in classrooms. Methods of critical analyses range from fairly basic and unrefined examinations of texts and discourses that can be conducted by most people, to highly complex deconstructions that require a significant degree of training and experience on the part of the person conducting the study. The reader is encouraged to apply a critical lens to a reading of the various inclusive pedagogical approaches described below. Allow students with an auditory learning style to listen to approved music during silent study periods. Rose and colleagues’ (2014) second principle of UDL relates to the provision of multiple means of representation. Figure 2: Katz’s (2012) 3-block model of UDL. The negative impact on teachers in terms of stress and workload has been one of the objections raised to the employment of some inclusive pedagogies (see, e.g., Brackenreed, 2008). 2. Traditional Western models of schooling, adopted throughout the world to varying degrees, have struggled to adapt to an inclusive approach (see, e.g., Loreman et al., 2016; Sharma, Loreman, & Macanawai, 2015). The process of transferring special education pedagogical practices to inclusive contexts, if we engage in this process at all, must be done thoughtfully and always with the awareness that such practices were nurtured in segregated environments and may themselves serve to perpetuate segregation. With DI, which Florian (2015) views as a conventional approach, instruction is directed at a level that might be suitable to most learners, while modifications are made to support those who require it. The opportunities for naturally differentiated, collaborative, and immersive experiences offered by technology are simply too powerful to be ignored. There are numerous immersive and collaborative online environments in which students can engage with one another, and such environments and contexts are highly familiar to children who now often grow up engaged in collaborative online gaming at home. In this respect schools have always been conceived as elite institutions and in many ways remain so today. education resources, and more time should be spent on research in other fields to guide teaching and learning. Auditory learners need to listen, speak, and interact in order to learn. Think Inclusive reported on a 2001 study that examined “academic progress for students with disabilities in general education and self-contained classrooms over two years. 47.1% of students with disabilities in general education made progress in math, compared to 34% in self-contained classes. Modulate your vocal tone, inflection, and body language during lectures. Call on auditory learners to answer questions. Inclusion provides several advantages. Although DI presents in many varied forms in classrooms throughout the world it has been found to be an effective instructional approach. Logical (mathematical): You prefer using logic, reasoning and systems. Katz’s Three-Block Model of UDL is on a good research trajectory and the IPAA is still too new to reasonably expect a large body of evidence to be currently available on its effectiveness. The use of technology, linked in this article to the IPAA and UDL, but also very apparent in DI practice, provides students with a wide variety of ways to interact, investigate, check for understanding, and immerse themselves in learning. While they are currently drifting slowly out of favor in some areas of the world, IEPs are still used today in many mainstream contexts with the intent of promoting the inclusion of children with disabilities, language learning, behavior, or other issues. The effectiveness of this model is currently the subject of ongoing research in Canada by Katz and colleagues. By the time he was accepted to BAA, he was still reading at a fifth-grade level. Rather, giving teachers (both regular and special education) the opportunity to collaborate and develop new skills is a prerequisite for success. These principles, in no particular order, are as follows: Inclusive pedagogy is about providing for meaningful participation of all learners. A teacher should also help students to develop capacities and strategies for monitoring their progress. The Centre for Applied Special Technology (CAST) model of UDL espoused by Rose, Gravel, and Gordon (2014) is based on three principles that include (a) multiple means of engagement, (b) multiple means of representation, and (c) multiple means of action and expression. What differentiated instruction means. Sousa and Tomlinson (2011, p. 9) highlight a series of “non-negotiables” with respect to the implementation of DI. Examples of inclusive approaches that align with some basic principles of inclusive pedagogy include but are not limited to Differentiated Instruction, Universal Design for Learning, and Florian and Spratt’s (2013) Inclusive Pedagogical Approach in Action framework. These approaches were developed in the late 20th century and were largely derived from models of special education. As the IPAA is a relatively new model for inclusive pedagogy it has not yet been the subject of significant research into its efficacy, although there has been some conceptualization regarding implementation if the approach. The term learning style itself is open to criticism. They conducted a qualitative study of 11 Scottish teachers who taught across age ranges at two schools. It is, therefore, aligned with the underlying premise of UDL, with an emphasis on “multiple means” of reaching and teaching students, and has also been shown to align well with the IPAA. Professionals must therefore reject deterministic views of ability and the idea that the presence of some children will impede the progress of other children. Katz recommends the use of backward design (Wiggins & McTighe, 2006) in developing instructional plans, and the organization of curricula into thematic units that are then sequenced according to a logical framework (for example, conceptually or perhaps seasonally). Furthermore, they have had extensive experience working with children in an auditory-verbal approach and have passed an international exam on auditory-verbal. Critical discourse analysts are “interested in the ways in which texts of different kinds reproduce power and inequalities in society” (Perakyla, 2005, p. 871). Each of the five senses may be employed here in an effort to produce a holistic style of communication. Block 2, Inclusive pedagogy, draws heavily on the CAST model and advocates for the use of multiple means of engagement, representation, and action and expression. When teachers can reflect and come to these conclusions they are in a better position to move forward and truly adopt inclusive ways of teaching. It is not what a student cannot do, but rather what a teacher cannot teach that is the issue that should be solved. They must also accept that difference is part of being human and believe that under the right conditions all children can progress. 2. While there is some support for it at the K–12 level, a significantly higher amount of supporting research for the use of UDL in postsecondary education is apparent. Printed from Oxford Research Encyclopedias, Education. Details will be discussed in subsequent sections. At the school level, teachers must be trained, buildings must be refurbished and students must receive accessible learning materials. Katz (2012) explicitly mentions the usefulness of employing backward design principles (Wiggins & McTighe, 2006) when employing her Three-Block Model, and such principles have long formed the basis of good classroom planning and instructional delivery. These include the following: The learning environment must invite learning. Citing key studies by Sampson and Zervas (2013), Song (2014), and Song, Wong, and Looi (2012), they noted research evidence that demonstrates that students use their various devices and web-based applications in very different and individualized ways and that the inherent flexibility in terms of the pacing, content, and “on-demand” nature of web-based learning environments can result in a rich, personalized learning experiences. 2. How to Promote Classroom Inclusion. The key challenge cited here is the traditional view of ability as being predetermined, largely fixed, and largely unchangeable. A teacher should be able to clearly delineate what constitutes essential knowledge, understanding, and skills in a content area, unit, and lesson. The CAST version of UDL is in a less defensible position, having been conceptualized for longer and yet still suffering from a dearth of studies that demonstrate the impact of the approach. Auditory learning is a two-way street: Students who fall into this modality often find success in group activities where they are asked to discuss course materials vocally with their classmates, and they may benefit from reading their written work aloud to themselves to help them think it through. Technology-assisted instruction is closely linked to UDL in the research literature on this topic as it is often the process by which multiple means of engagement, representation, and action and expression are mediated. Inclusive education pedagogy is about good teaching practice: practice that assists all students in meeting their potential. Potential challenges are identified, and finally sources of evidence are outlined. Techniques involved in DI are seen by some as being a subset of the UDL approach, and indeed the two approaches are perhaps closely connected in some respects. However, there is some difference. potential inclusive model, as practical guidelines for Thai inclusive schools. to inclusive education … This is because the discourse of individual differences relies on the logic of exclusion whereby differentiated teaching for some is the process by which all are “included.”. This involves providing very clear goals and objectives, challenging students through increasing demands as their capacities and resources increase, fostering collaboration through group projects, and increasing feedback when mastery-oriented objectives have been met. The underlying fundamentals of good teaching are the basis of inclusive education pedagogy. They are often social butterflies. In a study of more than 600 educators, Villa and Block 1, Socioemotional learning, involves “… developing schools that are compassionate learning communities in which all students feel safe and valued, and which give them a sense of belonging” (Katz, 2012, p. 23). In recognition of this, pedagogies aimed at addressing the needs of all learners that minimize or eliminate the singling out of individuals for special teaching have been developed (see Forlin, Chambers, Loreman, Deppeler, & Sharma, 2013). This is about fostering goal-directed learning that employs strategies best suited to the individual learner. Each of the models examined in this article make it clear that inclusive pedagogy does not ignore difference. populations, inclusive education tends to be reduced to a new name for ‘special education’. Auditory learning is one of the three learning styles established by the VAK model of learning. Key features of the School Inclusion Model are: A new frontloading allocation model for Special Needs Assistants (SNAs). Third, options for physical action, or perhaps more accurately reaction, are recommended. This requires more of teachers in terms of professional skill, judgment, adaptability, flexibility, and willingness to grow as professionals. It has been accepted for inclusion in Electronic Journal for Inclusive Education … These students would much rather listen to a lecture than read written notes, and they often use their own voices to reinforce new concepts and ideas. Auditory learners generally remember what their teacher says and readily participate in class. Multiple means of reaching students must be employed for all students. As an example, a teacher may employ the “herringbone” technique where who, how, why, what, and where questions are plotted on a visual diagram. inclusive model; the needs of students who have more active and involved parents, have a better chance of getting met, than those of students with uninvolved parents; and often this model is used to stave off a confrontational action. Factors emphasized in critical analysis may include the following: Making problematic that which is taken for granted. As is the case with UDL, the IPAA seeks to provide rich learning experiences that are accessible to all learners. With respect to formative assessment they argued, with supporting research, that “technology-supported formative assessment can provide rapid input to teachers and feedback to students and support teachers’ decisions regarding the pace of instruction and time spent on curricular content” (p. 218). Deaf and hard of hearing students can sometimes prefer visual learning strategies. It is clear that the elements of what are currently acknowledged as being important to good teaching are visible in each of the inclusive pedagogical models discussed in this article. Do you prefer lectures over long reading assignments? Drawing practices from special education into more inclusive contexts has, however, not been entirely problematic. Since the implementation of the Individuals with Disabilities Education Act (IDEA), which advocates the placement of special needs students in the least restrictive classroom environment, children with hearing loss have increasingly been included in mainstream settings. How to recognize auditory learners in your class: Auditory learners tend to learn better when the subject matter is reinforced by sound. Most teachers did not grow up surrounded by the sorts of technology that the students of today come to school having experienced and so have an obligation to become informed about what exists, what is helpful, what is dangerous, and what is simply pointless. This principle, therefore, falls very much in the affective and motivational realm of pedagogy, dealing with student motivations, beliefs, self-efficacy, self-expectations, and individual autonomy. Snyder (1999) argues that the “inclusion movement has primarily been a special education movement” (p. 175). Help the auditory learners in your class put their gift of gab to good use with these teaching strategies. This involves a customized presentation of information as required, and a reliance not only on verbal-auditory forms of communication, but also visual, tactile, etc. While UDL aims to provide all students with support and access to learning through the same (or similar) strategies, and to some degree operates more at the design phase of instruction, DI involves providing different levels or instructional techniques for different individual students. Where IEPs and other such practices and tools have been helpful in the development of inclusive pedagogy is in drawing attention to the idea that a single “one size fits all” course of study is not helpful when trying to meet the needs of a diverse range of learners, and that attention needs to be paid to individuals as opposed to a purely theoretical class of learners in which no form of significant diversity exists. 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