Every child has a right to inclusive education, including children with disabilities. Student retention and success in higher education: a Higher Education Academy enhancement workstream on inclusive teaching. On the whole smaller-scale studies appear to be more prevalent. Following an exhortation to apply a critical lens to any reading of pedagogical approaches for inclusive education, this article went on to describe some of the most salient models of inclusive education pedagogy, including Universal Design for Learning, Differentiated Instruction, and the Inclusive Pedagogical Approach in Action framework. Critical analysts extend their work beyond texts to include discourses in general, which can be interpreted as examining verbal, visual, and other types of discourse in addition to that which is written. Uncovering ideologies, roles, and institutional influences on thinking and acting. Figure 1: The CAST model of UDL (Rose et al., 2014). A profiling system for Special Education Teaching will be used to allocate resources, breaking the link with the need for an assessment. Inclusive pedagogy involves the judicious use of technology. Hockings, C. (2010) Inclusive learning and teaching in higher education: a synthesis of research, York: Higher Education Academy. It is clear that whatever principles are adopted, more research is required on the effectiveness of various models of inclusive education pedagogy. 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. Second, they stress the need for the provision of options that encourage students to sustain effort and persistence. You must take special care when your class includes students who have physical, behavioral, and learning impairments. Further, Florian (2015) argues that: While it has become self-evident that differentiated approaches to whole class teaching are needed to accommodate individual differences between learners, when implemented within the bell-curve structure of schooling, such approaches can create problems. 1. 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. Inclusive Education is a challenge for teachers who must instruct a classroom including a combination of children with diversified needs and children with special needs. Initially schools were largely for those who could either afford to attend, or who were particularly well suited to them, or both. 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. 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. There are a multiplicity of DI techniques, including but not limited to allowing extra time on tests and assignments, permitting different ways of taking tests, extension activities, adapting assignments for individual students, cooperative and collaborative learning in pairs or groups, project-based learning (individually or in pairs or groups), and a focus on Gardner’s (1983) Multiple Intelligence Theory. Finally, a number of general principles with respect to inclusive education pedagogy were offered based on the various models discussed. The opportunities for naturally differentiated, collaborative, and immersive experiences offered by technology are simply too powerful to be ignored. 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. These principles, in no particular order, are as follows: Inclusive pedagogy is about providing for meaningful participation of all learners. UDL is a philosophy of education intended to provide access to learning and success for all students (Sokal & Katz, 2015). Inclusive Education Short video. It involves helping students to build a strong and positive self-concept, educating all students (and staff) to value diversity, and engaging in classroom management techniques that are democratic and respectful, such as collective problem solving and increasing student ownership and engagement. 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. Any suggested pedagogical approach can be deconstructed through a research method known as critical discourse analysis. Reading progress was comparable in both settings. teachers' perception of adapting inclusive education policies and procedures in the Bahamas and its implication for adult education. Critical discourse analysts are “interested in the ways in which texts of different kinds reproduce power and inequalities in society” (Perakyla, 2005, p. 871). • Acknowledgement of the fact that inclusion in the education system is an aspect of inclusion in society. This is probably because the models used were never conceived to include all learners in the first instance and in some cases have been out of touch with the nuances of local cultures. The third principle of UDL relates to the provision of multiple means of action and expression (Rose et al., 2014). Individual differences are acknowledged, but such differences can and should be catered for in the course of everyday teaching and learning. To quote Bouillet (Bouillet, 2009), inclusive education can be thought of as a philoso- As an example, a teacher may employ the “herringbone” technique where who, how, why, what, and where questions are plotted on a visual diagram. 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. There is no proof that children with no developmental difficulties are neglected in this working model (Stanković Đorđević 2002: 152). These sorts of environments can promote learning about how to work collaboratively with others, as well as foster individual learning. 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. This block recognizes the importance of examining and changing school and school systems structures and policies that might lead to exclusion of some children. should be excluded. Auditory learners need to listen, speak, and interact in order to learn. In order to be inclusive and to avoid segregation, all school contexts can become more responsive to children with a diverse range of abilities, cultures, genders, religions, and other situations and issues that present in the classroom. A hearing loss may be accomplished, including children with Disability, Australia report fundamental. 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