Education Portal for Students in India

Inclusive Education Strategies – Are you ready to introduce an inclusive education environment into your classroom ? To do so means challenging the status quo, removing curriculum barriers and presenting educational goals in interesting ways to engage all learners and serve all students equitably.

1. Use universal design principles to create accessible classrooms UDL is a set of principles that were born from the desire to offer every student an equal opportunity to learn, based on the idea that every person has their own unique and individual learning style. According to UDL, there are three primary brain networks that are responsible for how a person learns: the recognition network, the strategic network and the affective network. The three main principles of UDL — Representation (the what of learning), Action and Expression (the how of learning), Engagement (the why of learning) — were formed based on these three brain networks. Understanding the foundation of UDL — the principles and brain networks — is imperative for teachers who wish to implement UDL in the classroom. The National Center on Universal Design for Learning has a plethora of resources and information for educators interested in universal design. You’ll find videos offering helpful implementation tips and ideas in the “UDL Principles and Practices” section of their YouTube Channel, Luis Perez, author of Mobile Learning for All, suggests starting small. In an article in The Journal, he said, “You’re not going to apply every single (guideline) to every single lesson. It depends on which ones are relevant to your learning goals. Start with a single lesson or activity and then build success from that, and then start to look at other parts of your curriculum.”
2. Use a variety of instructional formats The first principle of universal design theory is the “what” of learning. It says to use “multiple means of representation.” While some students are visual learners, others may grasp information better when it is presented through text or when it is spoken orally or taught through kinesthetic learning. Some students do best with a combination of the above. While these differentiated teaching methods may support the needs of students with disabilities, they also offer diversity of instruction to the entire classroom, giving each and every student an opportunity to learn in the way they do best. Similarly, using different mediums to present information and engage students is important in inclusive classrooms. Remember that principle two of universal design theory calls for utilizing “multiple means of action and expression.” Some students may find that their best outlet and means of expression comes through writing, while others may prefer to give an oral presentation, act out a play or create a piece of art. Each student is different and should be given the opportunity to express their knowledge through the methods that work best for them. Additionally, teachers can use a diversity of materials and mediums to engage students. Examples of mediums could include theater, art, video and computer software in addition to the traditional mediums of lecture and text. Through using varied teaching techniques and mediums, teachers can increase the engagement of their entire class, not just the students who respond to a particular style of learning and expression.
3. Know your students’ IEPs/504s To create an equitable learning environment for everyone, it is important to familiarize yourself with students’ IEP or 504 plans, If you have a student with a 504 or IEP plan, you are legally required to make any necessary accommodations as outlined in the 504 or IEP. You can work with the school counselor or teaching specialists to better understand the student’s specific needs. Much like the concept of inclusive learning, 504s were designed to ensure that students with disabilities are allowed to learn in a regular classroom environment, while still being provided with services, educational aids or accommodations they may require. An IEP is only slightly different than a 504; the difference being that students with an IEP may require additional educational services outside of the regular classroom. These services are typically provided and monitored by additional support staff.
4. Develop a behavior management plan Disruptive classroom behavior can affect not just the teacher, but the other students in the classroom as well. Developing a behavior management plan can help you prepare for the inevitable moment a student or students exhibit disruptive behaviors — with the understanding that some behaviors are of much less consequence than others (talking out of turn vs. being defiant or aggressive). The behavior plan should be shared with parents and students, so that everyone is aware of the expectations and consequences should those expectations not be met. The most effective plans typically involve a great deal of positive reinforcement and a clear understanding of the expectations. There are several different types of behavior management plans you can implement depending on the needs of your classroom, including a whole group plan, a small group plan, an individual plan or an individual plan designed for particularly challenging students.

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How inclusive education can be implemented effectively in India explain?

Infrastructure should be developed and the schools and other amenities be modified as to be equally accessible by all students without having to face any sort of difficulties. Also materials that help such students in anyway they like should be provided so that they are able to learn along with their regular peers.
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How can inclusive practice be implemented?

Embrace and celebrate every child’s uniqueness. treat all children and their families equally and with respect. include and support every child, regardless of ethnic background, culture, language, gender, socio-economic background or disability. ensure that every child is able to participate in activities.
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Which is an example of implementing inclusivity inside the classroom?

Recommendations – To maintain an inclusive classroom climate, the instructor can:

Structure classroom conversations to encourage respectful and equitable participation – Instructors can establish ground rules or specific guidelines for appropriate behavior early in the semester (including confidentiality, respectful disagreement, and civil debate); as a strategy to promote student buy-in, instructors can enlist students to help create and maintain these rules. Alternatively, students might be offered a quiet minute to think of responses to key questions or to write down new questions before responding. Instructors can also establish specific guidelines about how students should signal that they want to speak and contribute to a discussion, and intervene when students violate classroom norms.

Use small groups to encourage non-competitive ways of learning and encourage cross-cultural communication – If patterns of seating segregation in the classroom are tied to patterns of nonparticipation, instructors can assign small groups across racial/ethnic or gender lines. If some students are hesitant to speak up in class, they might contribute in small groups first. Instructors should pay careful attention to group dynamics, and intervene if some students become excluded from full participation and/or more assertive students begin to dominate. Beyond classroom strategies, instructors can set up study groups or assign collaborative projects that require meetings outside of class, such as peer editing, group papers, laboratory assignments, or presentations that enable students to work with each other.

Anticipate sensitive issues and acknowledge racial, class or cultural differences in the classroom when appropriate – When discussing controversial issues, instructors should expect emotional responses or even conflict. Such emotion is not necessarily negative, unless it makes students unduly upset, inhibits class discussion, or causes students to behave rudely. In such cases the instructor may need to intervene and remind students of the rules for classroom discussion. Establishing shared guidelines can help to mitigate disrespect and hostility, or prevent it from arising in the first place.

Model inclusive language – As an element of developing a respectful, inclusive environment, instructors can be aware of the language practices they model. Common beneficial practices include: avoid using masculine pronouns for both males and females; when using American idioms, explain them for the benefit of non-native English speakers; and avoid using falsely inclusive terms or statements like “women” for European or European American women or “all women/men” for heterosexual individuals. To assist in this strategy, instructors can vary the concrete examples and case studies used to include a variety of social characteristics, such as race or gender.

Use multiple and diverse examples – Expanding on the idea of varied examples above, instructors can include multicultural examples, visuals, and materials as much as possible in lectures, These should include multiple perspectives on the syllabus, in class discussion, and in assignments, when possible. If including course material or examples that place a group in the position of an oppressed victim, instructors should be sure to provide examples of empowerment for balance. Other ways to involve multiple perspectives include playing devil’s advocate, engaging in a debate about the possible interpretations of a text, and assigning the work of relevant minority scholars.

Personally connect with students – Instructors can use a diversity statement or teaching philosophy statement in the syllabus as a way to welcome all students and model openness and honesty. Extending this policy, instructors should feel free to discuss personal learning experiences and challenges whenever appropriate – studies show that students appreciate and learn from metacognitive moments where they can reflect on their or other peoples’ thinking. Where appropriate, instructors can even encourage students to meet one-on-one during the semester for conversation.

Provide alternative means for participation – To signal awareness of different emotional and social conditions in the classroom, instructors should allow student participation opportunities via online discussions in addition to the classroom. Instructors can also collect journal entries, reading logs, or other reflection pieces, and should avoid a single homogenous strategy for the entirety of term.

Respectfully communicate with students – Instructors should take care to pronounce students’ names correctly and in the proper order: this includes not shortening or simplifying a student’s name without his/her clear approval; being aware that some ethnicities may arrange their given and family names in various orders; asking students for their preferred gender pronouns, and avoiding gender binaries by using plurals instead, such as “they” instead of he or she; and being aware of contemporary terms for cultural identities. If unsure of an appropriate address or cultural form of identity, the instructor can ask in a non-threatening context. In contrast, instructors should not ask any student to be a representative spokesperson for his or her perceived group, or look pointedly at or away from these same students when discussing issues of race, class, gender, etc. Neither should they ask or expect students to be knowledgeable about their ethnic heritage, history, language, or culture unless they volunteer such information.

Address offensive, discriminatory, and insensitive comments – As part of an inclusive classroom environment, instructors should respect all students’ honest expressions and thoughts. If a student’s response indicates an emotional investment in the subject, instructors should not let other students dismiss their contribution as “irrational” or “unscholarly” reactions; rather, they can address blatantly offensive and discriminatory comments and hold students accountable for their behavior.

Perform a Self-Assessment – Instructors can explore any number of teaching inventories to assess habits and classroom practices, reveal gaps in approaches, and consider strategies for revision. The “Downloads” section at the bottom of this page includes an assessment for considering the degree of inclusivity in the syllabus and course design.

The downloads section (bottom) also features a printable handout version of this web page.
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What are some essential elements for effective inclusive practices?

These elements are relationships, advocacy, a sense of identity, shared experiences, and transparency. Each of these elements work to strengthen the effort to develop inclusion in schools and communities.
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What makes inclusion successful?

For inclusive schools to successfully operate, communities must demonstrate acceptance and support of all students in their local schools regardless of cultural, physical, or personal beliefs. They can contribute to school events, volunteer, and become advocates for inclusive schools.
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How do you deliver inclusive teaching and learning?

What to be aware of in your teaching – Be alert to practical issues, such as students with visual impairments, hearing aids or wheelchairs. If possible, present content in different, more interactive ways. For example, using objects, images and video can be more engaging and accessible for students than always having text-based materials (see the toolkit on active learning ).

Make sure that all your students can be heard and are encouraged to participate. Get every student involved through techniques such as group work and peer learning. Try to reduce the potential for discussion to be dominated by an individual or specific group of students (see the small-group teaching and large-group teaching toolkits ).

Consider using diverse assessment methods and help students to understand the standard of work they are expected to produce. Check that the feedback you give is helpful to students, see the guide Enhancing and giving quicker feedback, Consider using Lecturecast, a system for recording lectures and making them available online.
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How can an effective teacher be an inclusive classroom?

The effective teacher in the inclusive classroom possesses such characteristics as: efficient use of time; good relationships with students; provides positive feedback; has a high student success rate; and in general provides support for the students with and without disabilities (Larrivee, 1985).
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Grady A. Lowry