The Inclusive Classroom by Teacherbot64 https://padlet.com/tsettle1/2qcus5hb060u The Importance and Method of Inclusive Education en-us 2017-08-24 10:03:39 UTC 2023-01-24 13:54:33 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Balance.png Fewer Friends tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182539190 Students with special educational needs (SEN) are vulnerable to social exclusion, even where efforts have been made to include them in a mainstream classroom. The chart shows SEN received 1/3 fewer reciprocal friend nominations than peers in a study on friendship networks (Henke et al, 2017).]]> 2017-08-24 11:32:42 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182539190 Adults Key to Belonging tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182921529 Research in School Belonging found that Parents and Teachers are more influential than peers in fostering school belonging (Allen et al, 2016). Teacher treatment of SEN influences the way other students treat them far more than peers (Henke et al, 2017; Hyde 2014).]]> 2017-08-26 05:09:31 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182921529 Education for Everyone tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182921843 There are two measured outcomes for Inclusive Education.  In one outcome, there is no impact of inclusive classrooms.  In the second, all students benefit from inclusive classrooms.  The difference between those attaining either a neutral or positive result is the understanding of what is meant by "inclusive education" held by each.  Where inclusive education is defined by physical placement of students with educational needs in general education classrooms, there was no impact on learning positive or negative.  Where Inclusive education is defined as the creating of inclusive communities meeting the social and academic needs of all pupils, there is a positive impact on learning equivalent to increasing educational expenditure or reducing class size (Hattie, 2009; Szumski et al, 2017; Nilholm & Goranson, 2017).]]> 2017-08-26 05:21:30 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182921843 Cooperative Group Teaching tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182922253 "We must let go of having learners acquire our meanings and have faith in the processes of individuals' construction of their own and shared meaning" -John Hattie

Teaching and expecting learners to work as groups.

Teachers determine when appropriate to use group activities, develop appropriate group tasks, teach group process skills and facilitate problem-solving as groups cohere. 

Group Features underlying successful groups are interdependence, individual accountability, cooperation, and evaluation by group members.

(Mitchell, 2014)]]> 2017-08-26 05:44:32 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182922253 Parent Involvement & Parent Support tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182922461 Parents have knowledge and experience that become capital to draw upon in the classroom, and an effective partner relationship will both promote and secure cooperation, anticipation of difficulties, and successful resolution of problems as they arise.  

Being the parent of a child with educational needs brings unique challenges to a household, and no two families will adjust in the same way.  There are cultural, emotional, and even logistical challenges that are unique to this situation.  Parents will require support in the form of active listening, as well as transparent communication to support them in trusting an inclusive community, and being willing to recognize the value in addressing their child's specific learning needs.

There are 5 levels of parent involvement:
  1. Being informed
  2. taking part in activities
  3. dialogue or exchange of views
  4. taking part in decision-making
  5. having responsibility to act
(p.81)

Guidelines:
  • Be sensitive to cultural background of parents who may seek to avoid diagnosis and intervention approaches.
  • Empower and encourage parents to attend meetings and participate.
  • Qualities of love, sensitivity and respect are important.
  • Keep in mind parents themselves may have special needs, and have contacts in place for referring parents in need. 

(Mitchell, 2014).
]]> 2017-08-26 05:55:16 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182922461 Good Practice is Good Practice tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182924076 Key insights from all educational theory are still applicable in the inclusive classroom.  Evidence based psychological theories, ecological considerations, behaviourist methods, motivational strategies, and pedagogical approaches are all not only relevant, but all the more essential in the inclusive classroom (Mitchell, 2014).]]> 2017-08-26 06:57:39 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182924076 Vulnerable to Bullying tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182959215 Research suggests that students who are socially identified as "normal" but having "medical conditions" are no more likely than their peers to be bullied. However, as many as 91% of students identified as "different" because of diagnosed conditions such as learning or speech difficulties, autism, ADHD, physical disabilities and impairments, or social, behavioural and emotional disorders experience bullying that tends to get worse as students age. (McLaughlin, 2012).]]> 2017-08-27 03:45:27 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182959215 Rejection Escalates and Compounds tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182959648 Research supports the understanding that peer acceptance is a protective factor, while peer rejection increases the likelihood of becoming a victim of bullying.  Being victimized itself turns the victim into a target, a stigma that leads to further rejection and bullying.  Those responsible for managing social environments in school and out have a tendency to blame the victims for characteristics that "cause" their victimization, and tend to react by isolating them from others. (McLaughlin, 2011; Equality and Human Rights Commission, 2011)]]> 2017-08-27 04:03:50 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182959648 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182960027 Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2016). What Schools Need to Know About Fostering School Belonging: a Meta-analysis. Educational Psychology Review.

Deaf Children Australia (2012).  A Deaf or Hard of Hearing Student in the Classroom.  Retrieved from:  www.deafchildrenaustralia.org.au

Equality and Human Rights Commission. (2011). Hidden in plain sight. Wiley-Blackwell. Retrieved from https://www.choiceforum.org/docs/hid.doc

Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London ; New York: Routledge.

Henke, T., Bogda, K., Lambrecht, J., Bosse, S., Koch, H., Maaz, K., & Spörer, N. (2017). Will you be my friend? A multilevel network analysis of friendships of students with and without special educational needs backgrounds in inclusive classrooms. Zeitschrift Für Erziehungswissenschaft.

Hyde, M., Carpenter, L., & Conway, R. N. F. (2014). Diversity, inclusion & engagement.

Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.

McLaughlin, C. (Ed.). (2012). Perspectives on bullying and difference: supporting young people with special educational needs and/or disabilities in school. London: National Children’s Bureau.

Nilholm, C., & Göransson, K. (2017). What is meant by inclusion? An analysis of European and North American journal articles with high impact. European Journal of Special Needs Education, 32(3), 437–451.

Sailor, W. (2002). President’s Commission on Excellence in Special Education. Department of Special Education.

Szumski, G., Smogorzewska, J., & Karwowski, M. (2017). Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational Research Review, 21, 33–54.

Twemlow, S. W., & Sacco, F. C. (2008). Why school antibullying programs don’t work. Lanham, Md.: Jason Aronson.

UNESCO. (1994). The Salamanca statement and framework for action on special needs education.

Vygotsky, L. S., & Cole, M. (1978). Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press.

]]> 2017-08-27 04:20:11 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182960027 Undiscussables tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182960273 Bullying cultures are a byproduct of cultures that routinely abandon and exclude vulnerable members.  Undiscussable topics are those that create such anxiety, that the individual seeking to broach the subject is stigmatized by doing so.  Common undiscussable topics include Teachers, Coaches and Administrators who bully, Parents who bully, the quiet support of bullying by teachers and administration who become passive bystanders to bullying, and prejudice based neglect of other-ed victims (Twemlow & Sacco, 2008).]]> 2017-08-27 04:29:00 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182960273 Learning Without Limits tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182962327 2017-08-27 05:57:42 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182962327 SEN Voices tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182963303 2017-08-27 06:35:29 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182963303 Differentiated Activities tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182963366 2017-08-27 06:38:41 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182963366 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182963424 2017-08-27 06:41:25 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182963424 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182963497 2017-08-27 06:44:50 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182963497 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182963557 2017-08-27 06:48:08 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182963557 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182963611 2017-08-27 06:50:22 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182963611 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182963747 2017-08-27 06:55:07 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182963747 Arbitrary & Outdated tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182964021 Definitions of "abnormal" and "subnormal" in Special Needs discourse are based on an old-fashioned concept in Engineering that not only never applied to humans, but today no longer applies Engineering either.  Teachers in general classrooms struggle to manage students who have not qualified for special education programs while students who don't need them are forced to attend segregated schools (Audette & Algozzine, 1997).]]> 2017-08-27 07:08:13 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182964021 No Benefit To Special Schools tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182968393 Studies comparing segregated special schools favor Inclusive settings for both social skills and communication skills development. There have not been conclusive studies supporting special schools as academically more productive than inclusive programs. Poor social and communication skills are correlated with ongoing isolation, exclusion, and bullying (McLaughlin, 2012; Sailor, 2002).]]> 2017-08-27 09:48:42 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182968393 The Salamanca Statement tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182968571 A document representing worldwide consensus on the future of special needs education states:

"The guiding principle that informs this Framework is that: Schools should accommodate all children regardless of their physical, intellectual, social and emotional, linguistic or other conditions. This should include disabled and gifted children, street and working children, children from remote and nomadic populations, children from linguistic, ethnic or religious minorities and children from other disadvantaged or marginalised areas or groups." (UNESCO, 1994)]]> 2017-08-27 09:54:37 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182968571 Wellbeing & Inclusion tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/182968953 2017-08-27 10:10:26 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/182968953 Teamwork & Resilience tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183342170 2017-08-29 09:54:35 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183342170 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183343786 2017-08-29 10:14:21 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183343786 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183346073 2017-08-29 10:39:37 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183346073 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183347831 2017-08-29 10:56:20 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183347831 SWANS Pathways tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183350102 A research program at the University of Melbourne under Patrick Griffin which served as the foundation for ABLES assessment and learning pathways in the Victorian Curriculum.

Additional Information On The Research Project]]> 2017-08-29 11:14:00 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183350102 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183353982 2017-08-29 11:42:45 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183353982 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183362127 2017-08-29 12:30:27 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183362127 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183365635 2017-08-29 12:43:23 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183365635 Learned Helplessness tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183367204 This is a condition that results from frequent failure. We know as teachers that failure is context dependent. Students with Educational Needs are especially vulnerable to learned helplessness because they are likely to be treated as helpless from an early age, depending on their community. Ensuring that activities are developmentally appropriate and scaffolded in the learners ZPD will improve their motivation.
(Hyde, 2014)]]> 2017-08-29 12:49:17 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183367204 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183368352 2017-08-29 12:54:07 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183368352 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183370860 2017-08-29 13:02:10 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183370860 Reviews of Programs tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183372877 Evidence-Based reviews of prominent programs including 1 sheet summaries and recommendations for or against use]]> 2017-08-29 13:07:15 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183372877 Good Teaching Strategies ceriw1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183637060
  • Ensure that all students interact in the classroom.
  • Never judge the way they communicate with you.
  • Facing the teacher at all times.
  • Give them regular breaks.
  • An attractive classroom can make a huge difference to their learning.
  • Minimise background noise.
  • Speak naturally.
  • Repeat answers to questions.
  • Do not isolate them from other students.
  • Ensure there are subtitles when showing a video clip or a film.
  • Try not to move a lot when speaking with them or the class in general.
  • Don't stand in front of a window as there could be shadow.
  • Mime and gesture as natural as possible.
  • Speak naturally without exaggerating.
  • Allow regular breaks where possible.
  • Talk at a slow pace.
    • ]]>     2017-08-30 11:27:02 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183637060     ceriw1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183637816 2017-08-30 11:31:58 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183637816 ceriw1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183639224 2017-08-30 11:41:23 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183639224 Socialising ceriw1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183640214 Some parents become more protective of children with hearing impairment than those with good hearing.  They should be as exposed to the real world as all other children the same age as well as be expected to engage in daily routine and chores.]]> 2017-08-30 11:48:30 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183640214 ceriw1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183641448 2017-08-30 11:55:37 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183641448 What Deaf Students Want In A Teacher ceriw1 https://padlet.com/tsettle1/2qcus5hb060u/wish/183642017 A teacher that is able to sign, mostly! But there are some other tips here, too.]]> 2017-08-30 11:59:14 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/183642017 Deaf and hearing impaired ceriw1 https://padlet.com/tsettle1/2qcus5hb060u/wish/184152340 2017-09-01 08:10:58 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/184152340 ADHD ceriw1 https://padlet.com/tsettle1/2qcus5hb060u/wish/184153007 2017-09-01 08:20:25 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/184153007 Autistic ceriw1 https://padlet.com/tsettle1/2qcus5hb060u/wish/184153322 2017-09-01 08:23:26 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/184153322 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/184347985 2017-09-02 10:40:27 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/184347985 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/185734845 2017-09-08 01:11:20 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/185734845 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/185735072 2017-09-08 01:12:39 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/185735072 tsettle1 https://padlet.com/tsettle1/2qcus5hb060u/wish/260105978 2018-05-12 03:10:13 UTC https://padlet.com/tsettle1/2qcus5hb060u/wish/260105978