ETH302S INCLUSIVE EDUCATION A LATEST SUMMARY . Teaching strategies:
Cooperative learning:
Cooperative learning is seen as an educational innovation which should form part of any
curriculum. In cooperative learning groups, individual learners work together to reach a
common goal.
Coope...
Teaching strategies:
Cooperative learning:
Cooperative learning is seen as an educational innovation which should form part of any
curriculum. In cooperative learning groups, individual learners work together to reach a
common goal.
Cooperative learning leads to the following:
o Improved academic achievement and higher order thinking skills.
o An effective way of including learners with impairments into groups of non-impaired
learners.
o The improvement of attitudes of teachers and learners towards learners with
impairments.
o The improvement of achievement of learners with impairments in ordinary schools.
o The improvement of social relations, social skills and self-esteem among all learners.
Scaffolding:
scaffolding as a teaching strategy can be successfully implemented in classrooms where
learners with diverse intellectual differences are involved.
The teacher provides the scaffolding by modelling the expected assignment – for example
how to write a of thanks – and then guide them through the early staged of understanding
the assignment.
Cubing:
Cubing is a versatile differentiation strategy that can be used to challenge learners’
problem-solving and thinking skills.
As a cube consists of six sides, the strategy uses six parts, such as:
describing,
comparing,
associating,
analysing,
applying,
arguing.
Questions asked should be according to these levels - for example questions should contain
memory skills, comparing skills, application skills, analysing skills and so on.
Problem based learning:
Cooperative teaching and learning can be used for problem based learning. In problem
based learning, teachers and learners integrate concepts and skills from one or more
learning area while investigating a problem.
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, Collaborative co-teaching:
Collaborative co-teaching requires two teachers teaching together in the same classroom.
for example, the expertise of the learning area teachers and the inclusive skills of the
learning support teachers are combined together to teach a diverse group of learners in the
same class.
An individual support plan:
learners who experience diverse need will at some point require some level of individual
support, together with group learning activities. For example a learner who experience
reading problems, will require only a few sessions of individual support to overcome them.
The individual support plan should be well planned in advance, but should be flexible so that
changes can be made.
The following five procedures form the core of the individual support plan:
Assess the learner to see what he or she has already achieved.
Formulate the outcomes ie – what the learner should have achieved at the end.
Select the content of the curriculum or learning plan.
Choose the learning support strategies and methods
assess the learner’s progress.
The principals should be committed and posses knowledge and skills in educational change and school
reform. The school principals should realise their responsibility to set the tone of the school and to help
the school as a whole to become and maintain an supportive caring community.
The need for curriculum adaption:
One of the most significant barriers to learning for learners in ordinary and special schools is the
curriculum. Barriers to learning can arise from different aspects of the curriculum, such as:
The content (what is taught) abstract concept for learners who are blind.
The language or medium of instruction – Not using sign language for learners who are deaf tongue.
How the classroom is organised and managed – for example not accommodating learners who has
low vision.
The methods and processes used in teaching, without catering for diversity and accessibility.
The pace of teaching and the time available to complete the curriculum, inconsiderate of learners
who require extra or extended opportunities.
The learning material and equipment that are used. Not accessible format like braile for learners
who are blind.
How learning is assessed, by not providing alternative assessment for diversity.
This study source was downloaded by 100000836267798 from CourseHero.com on 06-02-2022 12:11:36 GMT -05:00
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