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    Critical Dimension of Inclusive Classrooms

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    Yuri Pamaran
    This document discusses factors that promote an inclusive learning environment for students with diverse needs. It identifies 5 key dimensions: 1) a sense of community and social acceptance, 2) appreciation of student diversity, 3) attention to curricular needs, 4) effective management and instruction, and 5) personnel support and collaboration. It also discusses considerations for ensuring all students are valued, their needs are addressed, and they have opportunities to learn from each other. Teachers play a critical role through their attitudes, expectations, competence, collaborative skills, and support of students.

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    Critical Dimension of Inclusive Classrooms

    Uploaded by

    Yuri Pamaran
    4K views3 pages
    This document discusses factors that promote an inclusive learning environment for students with diverse needs. It identifies 5 key dimensions: 1) a sense of community and social acceptance, 2) appreciation of student diversity, 3) attention to curricular needs, 4) effective management and instruction, and 5) personnel support and collaboration. It also discusses considerations for ensuring all students are valued, their needs are addressed, and they have opportunities to learn from each other. Teachers play a critical role through their attitudes, expectations, competence, collaborative skills, and support of students.

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    This document discusses factors that promote an inclusive learning environment for students with diverse needs. It identifies 5 key dimensions: 1) a sense of community and social acceptance, 2) appreciation of student diversity, 3) attention to curricular needs, 4) effective management and instruction, and 5) personnel support and collaboration. It also discusses considerations for ensuring all students are valued, their needs are addressed, and they have opportunities to learn from each other. Teachers play a critical role through their attitudes, expectations, competence, collaborative skills, and support of students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    4K views3 pages

    Critical Dimension of Inclusive Classrooms

    Uploaded by

    Yuri Pamaran
    This document discusses factors that promote an inclusive learning environment for students with diverse needs. It identifies 5 key dimensions: 1) a sense of community and social acceptance, 2) appreciation of student diversity, 3) attention to curricular needs, 4) effective management and instruction, and 5) personnel support and collaboration. It also discusses considerations for ensuring all students are valued, their needs are addressed, and they have opportunities to learn from each other. Teachers play a critical role through their attitudes, expectations, competence, collaborative skills, and support of students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    DIMENSION KEY TERMS

    1. A Sense of Community and Social acceptance, belonging, enjoyment, freedom,


    Acceptance friendship, safety, valuing
    2. An Appreciation of Student Diversity appreciation, differences, opportunities,
    recognizing, sensitive
    3. Attention to Curricular Needs curriculum, needs, student’s learning
    4. Effective Management and Instruction classroom management, techniques and
    strategies, support
    5. Personnel Support and Collaboration collaboration, general and special education,
    support, teachers

    DESCRIPTION/SUPPORTING STATEMENTS FACTORS & CONSIDERATIONS


     Every student is valued and nurtured.  Promote an environment in which all
     Students with special needs are truly members are seen as equal, all have the
    included in their classroom communities opportunity to contribute, and all
    only when they are appreciated by their contributions are respected.
    teachers and socially accepted by their  Caring and nurturing places.
    classmates.  Diversity is being valued.
     The needs of all students should be
    addressed.
     Teacher’s critical role that includes teacher
    attitude, teacher expectations, teacher
    competence, teacher collaborative skills,
    and teacher support.
     Are students with disabilities
    disproportionately teased by other
    students?
     Do students with disabilities seem to enjoy
    being in the general education classroom?
     Do students without disabilities voluntarily
    include students with disabilities in various
    activities?
     Do students without disabilities seem to
    value the ideas and opinions of students
    with disabilities? And the other way
    around?
     Do students with disabilities consider the
    general education classroom to be their
    “real class”? Do they consider the teacher
    to be one of their “real teachers”?
     Diversity simply means recognizing the  A teacher needs to understand each
    group of individual differences that we see individual in the classroom.
    in our students.  Teachers must be sensitive to the cultural,
     Students learn tolerance and the ability to community, and family values that can
    accept differences in each other, as well as have an impact on a student’s experience.
    having opportunities to benefit from  Racial and ethnic diversity
    cooperative learning and other alternative  Gender and sexual orientation
    instructional strategies.  Religious diversity
     Physical, learning, and intellectual
    differences
     Linguistic differences
     Behavior and personality diversity
     “What the student needs to learn?”  If the individual curricular needs of a
     Teachers must seriously look at the student are not being met, the curriculum
    curriculum and ask what students are must be modified or the educational
    learning and how students with disabilities placement must be reexamined.
    can access the curriculum.  A student’s learning and life needs should
    always be the driving force in
    programmatic efforts and decisions.
     Curricular concerns: (1) content that is
    meaningful to students in a current and
    future sense, and (2) approaches and
    materials that work best for them.
    Four elements provided by teacher to meet the
    wide range of needs of students:

     Successful Classroom Management –  Effective classroom management is


    including physical, procedural, required if students are to benefit from
    instructional, and behavior management. any form of instruction, especially in
    inclusive classrooms where students
    display a wide range of diversity.

     Effective Instructional Techniques – key  Teachers must feel comfortable using a


    elements of effective instructional wide variety of instructional techniques to
    practice: daily review, specific techniques meet the needs of diverse classrooms.
    for presenting new information, guided
    practice, independent practice, and
    formative evaluation.

     Appropriate Accommodative Practices –  The use of assistive technology.


    “supported education”; supports include
    accommodations and modifications to
    enhance learning and acceptance in the
    general education curriculum.

     Instructional Flexibility – must be able to  The ability to respond to unexpected and


    handle behavior problems, provide extra changing situations to support students
    support during instruction, modify with special needs.
    assessment techniques, and orchestrate
    social interactions.
     Students with special needs require
    personnel supports to allow them to
    benefit from placement in inclusive
    settings.
     Collaboration occurs when more than one
    person works voluntarily toward a
    common goal, frequently related to the
    success of students.

    Types of Collaborative Efforts:

    o Collaboration-Consultation – general o A critical skill in collaboration is effective


    education teacher requests the services of communication.
    the special education teacher to help
    generate ideas for addressing an ongoing
    situation.

    o Co-Teaching – general and special o It requires extensive planning.


    education teachers work together in o Co-teachers perform many tasks jointly,
    providing direct service to students. including planning and teaching,
    developing instructional accommodations,
    monitoring and evaluating students, and
    communicating student progress.
    o Co-teaching requires individuals who are
    willing to give up some control and accept
    positive, constructive criticism from
    colleagues.

    o Teacher Assistance Teams – teams provide o Provide a forum where problems are
    support to general education teachers. raised and discussed, and solutions are
    developed.
    o Enables educators to bring a diverse set of
    skills and experience to bear on specific
    problems.

    o Peer Support Systems – Two general o Students with disabilities in general


    education teachers work together to education classrooms receive social or
    identify effective solutions to classroom instructional help from their nondisabled
    situations. peers.

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