INCLUSIVE TEACHING STRATEGIES IN THE CLASSROOM

SUBJECT: MODELS AND PRACTICE FOR INCLUSION AND DIVERSITY

TOPIC:

INCLUSIVE TEACHING STRATEGIES IN THE CLASSROOM

AUTHORS:

Jhonny Olavez

TEACHER:

Mgt. Marjorie Perlaza Rodríguez

Introduction

Inclusive education is a pedagogical approach that embraces the diversity of students in a classroom, giving equal value to those with special needs. This inclusive framework not only recognizes the importance of providing all learners access to quality education but also acknowledges their individual abilities and disabilities. By implementing inclusive practices, educational institutions can foster an environment that supports the unique learning requirements of every student. Central to this philosophy is the integration of students with special needs into mainstream classrooms, where they can actively participate alongside their peers. In this essay, we will delve into why inclusive classrooms are vital and explore effective strategies for incorporating English teaching methods tailored specifically for students with diverse learning needs within regular classes.

As the movement towards inclusivity in education gains ground, it is crucial to underscore the role of innovative teaching strategies that ensure no learner is left behind. These techniques steer classroom culture to promote diversity, diminish stigma, and cultivate an atmosphere of collaboration. Understanding that each student brings a unique set of strengths and weaknesses to the learning environment, these strategies aim to adapt instruction to suit individual learning styles.

It's imperative to highlight the benefits that inclusive classrooms bring to students with and without special needs. Not only does it allow all students to learn at their pace and style but also fosters empathy and acceptance among peers. Additionally, teachers are challenged to continuously update their pedagogical approaches, which further enhances the learning environment. This essay will also touch upon the role of inclusive classes in molding future society by igniting the normalization of diversity, leading to more inclusive social settings. Ultimately, the goal of inclusive education transcends the classroom's walls to shape a society that values and nurtures diversity.

Inclusive Classroom

An inclusive classroom is a type of educational setting that aims to provide an equitable learning environment for all students, regardless of their abilities or disabilities. It integrates students with special needs into mainstream classes instead of being segregated.@ Despite having individualized education plans (IEPs), they learn alongside their peers, participating in the same activities and lessons. Central to this model is a culture that values diversity, acceptance, and mutual respect which aligns with each student's unique potential and learning style (Khaleel et al., 2021). Effective implementation of inclusive classrooms require versatile teaching strategies to cater to a spectrum of cognitive abilities and learning styles, thus promoting equal learning opportunity for all students (Liu et al., 2022)

Importance of Inclusive Classrooms

The importance of inclusive education is defined in its positive outcomes for all children –both with and without disabilities or other disadvantages. For example, The European

Agency for Special Needs and Inclusive Education (EASNIE) (2018), has provided ample evidence that inclusive education increases social and academic opportunities for both children with and without disabilities, as well as significantly increases the likelihood that children with disabilities enroll in higher education and have better employment and life.

Inclusive classrooms hold significant importance in the field of education for several reasons. Firstly, inclusive classrooms promote social integration and interaction among students. This aspect is crucial as it allows students with special needs to develop friendships and relationships with their non-disabled peers. Furthermore, inclusive classrooms foster a sense of belonging and acceptance among all students, promoting an inclusive and cohesive learning community.

In addition to social benefits, inclusive classrooms contribute to academic growth and achievement. By providing students with diverse learning needs the opportunity to learn in regular classrooms, they are exposed to a curriculum that is aligned with academic standards and expectations. This exposure to the same curriculum as their peers helps to prevent isolation and ensures that students with special needs have equitable access to quality education.

Non-Inclusive Parents

The issue of parents not accepting their child's special needs can be a significant challenge. This denial can stem from various factors such as stigma, misconceptions about disabilities, fear of the unknown, among others (Lightfoot et al., 2011). This lack of acceptance can hinder early intervention services, contribute to academic struggles, and cause socialemotional stress for the child (Hornby, 2014).

Supporting parents in coming to terms with their child's special needs can make a significant difference. The research indicates that solutions encompass three areas:

1. Professional Guidance: Psychologists, psychiatrists, social workers, and special education professionals provide a critical role in assisting parents who have a hard time accepting their child's special needs. They can educate parents on their child's conditions and needs and help parents understand that acknowledging the condition doesn't mean accepting defeat but giving the child the best chance to thrive (Brooks, 2010). Early diagnosis and intervention are crucial in managing many special needs conditions; hence, it's important to encourage acceptance so the child can begin to receive necessary care and support (Foley & Stuart, 2014).

2. Support Groups: Parent support groups have been shown to provide a range of benefits. These include creating a community, sharing experiences, reducing feelings of isolation, and enhancing parents' skills and confidence in managing their child's needs (Trute, 2012). Participating in a group environment can reduce stress for parents, who often feel alone in their experiences, and can promote acceptance of their child's disability (Singer et al., 1999).

3. Educational Training: Providing parents with educational resources about their child's disability can significantly impact their levels of acceptance. Understanding the

implications of the child's condition can help to replace fear and uncertainty with knowledge and understanding, facilitating acceptance and advocacy for the child (Bailey et al., 1996).

However, these are general approaches, and each family's response varies. Ongoing, sensitive professional support is key to helping parents navigate this process (Bailey et al., 1999).

Inclusive Unit Planning

English as a Foreign Language (EFL) instruction has developed to meet the demands of a wide spectrum of students, each with different learning preferences, aptitudes, and needs in today's varied and dynamic educational environment. The idea of inclusive education has grown significantly in popularity and significance. It celebrates diversity and tries to give all students, including those with Special Educational Needs (SEN), fair learning opportunities. The goal of this module, "Bridging Minds," is to provide EFL teachers with the information, approaches, and practical tools necessary to provide an inclusive learning environment that effectively meets the needs of all students, including those with SEN.

Unit 1:

We look forward to goin on an exciting trip as we explore the rich fabric of our local community's history, culture, and intricate relationships in Unit 1 of the curriculum. All kids, especially those with Attention-Deficit/Hyperactivity Disorder (ADHD), will benefit from this dynamic inquiry, "Our Local Community: Exploring History and Culture," which aims to pique their interest, build connections, and improve their language abilities. We begin on a learning experience that is inclusive, engaging, and specifically designed to address the various learning requirements of each student by merging the principles of cooperative language teaching (CoLT) and communicative language teaching (CLT) in a seamless manner.

UNIT: 1

UNIT PLAN 1

SEN: ADHD

COURSE: Senior 1st TOPIC: Our Local Community: Exploring History and Culture.

INSTRUCTOR: Jhonny Olavez

Summary of Unit: In this unit, students will explore their local community, diving into its history, culture, and various connections. The unit is designed to accommodate the learning needs of all students, including those with ADHD, through the incorporation of Communicative Language Teaching (CLT) and Cooperative Language Teaching (CoLT) strategies.

OBJECTIVES:

• Develop language skills (reading, writing, speaking, listening) within a meaningful context.

• Foster a sense of community and collaboration through cooperative learning activities.

• Cater to the needs of ADHD students through active engagement, variety, and structure.

INSTRUCTIONAL AIDS, MATERIALS, OR TOOLS NEEDED: Whiteboard, sticky notes, reading materials, presentations, visual aids.

LESSONS OUTLINE:

Lesson 1 Title: Introduction to the Community Time: 60 Minutes Periods: 2

Presentation:

Present the unit's theme and objectives.

 Discuss the importance of community and diversity.

 Share examples of different cultural backgrounds.

Practice:

 Conduct an icebreaker activity where students introduce themselves, their cultural backgrounds, and a fun fact.

 Discuss the similarities and differences among students' backgrounds.

 Ask guiding questions to spark discussions about cultural identity.

Production:

 Have students create mini-posters that showcase their cultural backgrounds.

 Present their posters to the class, highlighting unique aspects of their cultures.

 Reflect on the diversity within the classroom and the value of understanding various backgrounds.

Lesson 2 Title: Uncovering Local History Time: 45 minutes Periods: 2

Presentation:

 Introduce the concept of local history and its significance.

 Provide an overview of the jigsaw reading activity.

 Assign different historical events or periods to groups.

Practice:

 Groups read and research their assigned topics.

 Create summary notes and visual aids to present to the class.

 Practice explaining their assigned historical event to each other within their groups.

Production:

 Each group presents their historical event to the class.

 Facilitate a discussion about how these events have shaped the community.

 Encourage students to ask questions and engage in a collective discussion about the community's history.

Lesson 3 Title: Cultural Treasures of Our Community Time: 60 minutes Periods: 2

Presentation:

 Introduce the concept of cultural treasures and their significance.

 Explain the gallery walk activity and its purpose.

 Set up stations with visuals and information about various cultural aspects.

Practice:

 Students visit different stations in small groups.

 Discuss the information and insights they gather.

 Encourage group members to share what they've learned with each other.

Production:

 Groups create brief presentations summarizing the cultural aspects they explored.

 Host a mini-cultural fair where each group presents their findings to the class.

 Lead a class discussion on the importance of cultural diversity within the community.

Lesson 4 Title: Connecting Through Community Insights Time: 45 minutes Periods: 2

Presentation:

 Review the key themes and goals achieved during the unit, emphasizing the exploration of community history, culture, and connections.

 Discuss the significance of gathering firsthand insights from community members to deepen understanding.

Practice:

 Introduce the concept of connecting with community members through personal insights.

 Explore effective interview techniques, active listening, and respectful communication.

 Provide sample interview questions related to the unit's themes.

Production:

 Pair students for interactions with community members (family, friends, local residents, etc.).

 Engage in conversations to gather insights on community members' experiences, history, culture, and connections.

 After the interviews, have students individually reflect on the acquired insights and the significance of personal perspectives.

 Reassemble as a class and allow students to share their interactions and the insights gained.

 Lead a class discussion on the impact of connecting with community members and the value of their unique narratives.

 Emphasize how these insights elevate their understanding of the local community.

ASSIGNMENTS:

Cultural Collage, Historical Timeline, Cultural Exhibition Poster, Community Insight Essay.

CURRICULUM ADAPTATIONS:

Engaging Visuals and Movement, Kinesthetic Learning, Hands-On Exploration, Structured Interaction and Breaks.

Moving on, Unit 2 is a thrilling voyage that enables students to fully immerse themselves in the realm of language explorations. The goal of this course, which is called "Embarking on Language Adventures for Real-Life Triumphs," is to equip students with the language proficiency they need to overcome obstacles in their everyday lives. This course has been thoughtfully designed with an emphasis on inclusion to meet the varied learning requirements of all students, especially those with Mild Cognitive Impairments (MCIs). By utilizing the dynamic framework of Task-Based Language Teaching (TBLT) techniques, we set out on a learning adventure that promotes active engagement, worthwhile learning, and observable successes.

UNIT: 2

SEN: Mild Cognitive Impairments

COURSE: Senior 1st TOPIC: Embarking on Language Adventures for Real-Life Triumphs

INSTRUCTOR: Jhonny Olavez

SUMMARY OF UNIT:

In this unit, students will dive into a world of language adventures, where they'll conquer real-life challenges through practical language skills. The unit is designed to meet the diverse needs of all students, including those with Mild Cognitive Impairments (MCIs), using the engaging framework of Task-Based Language Teaching (TBLT) strategies.

OBJECTIVES:

• Develop language skills (reading, writing, speaking, listening) within a meaningful context.

• Empower students to navigate and conquer common daily situations using language.

• Tailor activities to honor the unique strengths of students with MCIs, with structured and simplified tasks.

INSTRUCTIONAL AIDS, MATERIALS, OR TOOLS NEEDED: Visual conversations, visual cues for expressions, visual communication guides, flash cards, communication cards.

LESSONS OUTLINE:

Lesson 1 Title: Navigating Everyday Conversations Time: 60 Minutes

Periods: 2

Presentation:

 Introduce the concept of using language for real-life situations.

 Discuss common daily scenarios where language is essential, such as greetings, asking for directions, or ordering food.

 Use visual aids and simplified language to present examples.

Practice:

 Students engage in role-playing exercises in pairs.

 Each pair receives a scenario card with a real-life situation.

 Students use language to navigate the situation and practice conversations.

Production:

 Each pair presents their role-played scenario to the class.

 Encourage students to use language creatively and apply what they've learned.

 Provide sentence starters or communication prompts for students with MCIs to support their participation.



Lesson 2 Title: Exploring Written Communication Time: 45 minutes Periods: 2

Presentation:

 Discuss the importance of written communication in daily life.

 Introduce common written forms, such as notes, emails, and short messages.

 Share examples of real-life written communication.

Practice:

 Students work in pairs to compose short notes or messages for specific purposes.

 Provide templates or sentence frames for students with MCIs to structure their writing.

Production:

 Each pair shares their written communication with the class.

 Discuss the effectiveness of different communication styles.

 Showcase and celebrate students' unique written expressions.

Lesson 3 Title: Language Adventures in the Community Time: 60 minutes Periods: 2

Presentation:

 Highlight the connection between language and community engagement.

 Discuss scenarios like shopping, using public transportation, and asking for help in the community.

 Use visuals and simplified language to aid comprehension.

Practice:

 Students work in groups to create role-play scenarios set in the community.

 Each scenario involves a language challenge relevant to real-life situations.

Production:

 Groups perform their role-plays in front of the class.

 Encourage students to problem-solve and communicate effectively during the roleplays.

 Provide individualized prompts or cues for students with MCIs to support their participation.

Lesson 4 Title: Creative Language Adventures Time: 45 minutes Periods: 2

Presentation:

 Discuss the role of creativity in language use.

 Introduce creative language activities, such as storytelling, creating dialogues, and inventing scenarios.

 Share examples of how language can be used creatively in real-life contexts.

Practice:

 Students work individually or in pairs to create imaginative dialogues or short stories.

 Provide scaffolds or visual prompts for students with MCIs to spark creativity.

Production:

 Students share their creative language pieces with the class.

 Discuss how creative language can enhance communication and engagement.

 Focus on celebrating each student's unique contribution.

ASSIGNMENTS:

Navigating Everyday Conversations, Exploring Written Communication, Language Adventures in the Community, Creative Language Adventures.

CURRICULUM ADAPTATIONS:

Simplify instructions and materials, providing clear visual aids, offer sentence frames or prompts to help structure responses, provide additional time for processing and completing tasks, use hands-on and tactile activities to engage multiple senses, offer support through peer partners or aides if needed, encourage small group interactions for a comfortable setting.

And finally, Unit 3 is a fascinating journey into the world of language that inspires students to lose themselves in an aural symphony and deep connections. This course, "Discovering Language through Soundscapes and Connections," takes students on a transformative journey where language learning and the skill of listening and connecting are linked. This course uses the Audiolingual Method while promoting an inclusive and collaborative atmosphere to recognize the various learning needs of all students, including those who are deaf.

UNIT PLAN 3

 Discuss how sounds and environments contribute to cultural awareness.

 Utilize visuals and tactile cues to convey the idea of soundscapes.

Practice:

 Play audio recordings of various soundscapes, for example, a market, a beach, a busy street.

 Students discuss and describe the sounds they hear using gestures and visual aids.

Production:

 Divide students into pairs to create their own "soundscapes" using visual and tactile cues.

 Present the soundscapes to the class using gestures, drawings, and visual representations.

 Encourage students to use language creatively to describe their created soundscapes.

Lesson 2 Title: Language through Songs and Rhythms

Periods: 2

Presentation:

Time: 45 minutes

 Introduce the concept of language acquisition through songs and rhythms.

 Choose a song related to the unit's theme, and explain its cultural significance.

 Provide visual lyrics and gestures to accompany the song.

Practice:

 Listen to the song as a class, following the lyrics and gestures.

 Encourage students to mimic the rhythm, gestures, and language patterns.

 Use visual prompts to enhance comprehension.

Production:

 Divide students into groups to create their own verses or variations of the song.

 Groups perform their versions with visual and tactile cues.

 Discuss the meaning and cultural elements embedded in the song.

Lesson 3 Title: Conversations in Context Time: 60 minutes Periods: 2

Presentation:

 Discuss the importance of context in conversations.

 Introduce visual cues and tactile symbols to represent different contexts.

 Explain how context affects language use and comprehension.

Practice:

 Present visual scenarios representing different contexts.

 Students engage in role-play conversations based on the given contexts.

 Encourage students to use visual cues and gestures to enhance communication.

Production:

 Each student or pair creates a scenario and corresponding conversation.

 Share the scenarios and engage in interactive role-plays.

 Provide tactile cues or visual aids to support students with deafness.

Lesson 4 Title: Creative Language Adventures Time: 45 minutes Periods: 2

Presentation:

 Discuss the role of stories in cultural connections and language learning.

 Choose a culturally relevant story and share it using visual cues and sign language.

 Provide visual storyboards or tactile props to accompany the narrative.

Practice:

 Students engage in story comprehension activities, using visuals and gestures.

 Encourage students to retell the story using their preferred mode of expression.

Production:

 Students work in pairs to create their own cultural stories.

 Present the stories using visuals, gestures, and tactile elements.

 Discuss the cultural connections embedded in the stories.

ASSIGNMENTS:

Visual Soundscape Map, Song Adaptation, Contextual Dialogues, Visual Storytelling.

CURRICULUM ADAPTATIONS:

Incorporate visual cues, sign language, and tactile symbols, provide transcripts or visual lyrics for audio materials, use visual aids, props, and gestures to enhance comprehension, create a supportive environment for sign language communication, offer interactive activities that engage multiple senses, encourage collaborative group work and peer support.

Conclusions

Students traveled through Unit 1 learning about the rich history, varied culture, and important connections of their neighborhood. A collaborative and interactive learning environment was created by combining the communicative and cooperative language teaching approaches. The unit's specially designed modifications for ADHD pupils enabled organized interaction, which promoted their involvement and learning. We developed an inclusive learning environment that fostered active discovery and interaction with their community by taking into account their interests and needs.

The goal of Unit 2 was to provide students with the skills necessary to successfully negotiate challenging circumstances in the real world. Each exercise was made accessible and interesting for students with mild cognitive impairments thanks to task-based language teaching, which provided rich settings for language learning. Students acquired confidence in their capacity to overcome everyday problems through tasks that highlighted their unique talents and tailored to their specific learning requirements.

After this, the students were taken on a fascinating voyage of language acquisition through aural experiences in Unit 3 through the Audiolingual Method. Students engaged in multimodal linguistic and cultural exploration through the use of soundscapes and links to common cultural experiences. Every student could access and interact with the content

because to the deliberate modifications for deaf pupils that included tactile and visual components. We valued variety and gave all children the tools they needed to communicate with one another via language by promoting cultural awareness and supporting various.

These lessons are outstanding examples of inclusive education because they skillfully combine modifications, visual aids, tactile materials, and cooperative learning. Teachers may design classrooms where every student's potential is fulfilled by attending to individual needs, highlighting unique skills, and encouraging a feeling of belonging. This strategy not only improves academic performance but also gives pupils vital life skills, selfassurance, and a strong sense of belonging.

The route to inclusive teaching is a lifelong one that calls for constant learning, empathy, and cooperation. Teachers may be catalysts for good change in their students' lives by adopting a variety of teaching philosophies, catering to each student's unique learning requirements, and creating a supportive learning atmosphere. Through these unit plans, we celebrate the diversity that enriches our classrooms and reaffirm our commitment to providing every student with the opportunity to thrive, learn, and succeed.

References

Khaleel, N., Alhosani, M. H., & Duyar, I.. (2021, April 12). The Role of School Principals in Promoting Inclusive Schools: A Teachers’ Perspective.

https://scite.ai/reports/10.3389/feduc.2021.603241

Liu, J., Yi, Y., & Wang, X.. (2022, August 5). Influencing factors for effective teaching evaluation of massively open online courses in the COVID-19 epidemics: An exploratory study based on grounded theory. https://scite.ai/reports/10.3389/fpsyg.2022.964836

Brooks, R. (2010). Raising resilient children with autism spectrum disorders: Strategies for maximizing their strengths. McGraw-Hill Education.

Foley, M., & Stuart, A. (2014). Creating a collaborative network to help workforce development of parents with disabled children. Community, Work & Family, 17(2), 238252.

EASNIE [European Agency for Special Needs and Inclusive Education] (2011). Key principles for promoting quality in inclusive education: Recommendations for practice. Odense, DK: EASNIE. Retrieved from:

https://www.europeanagency.org/sites/default/files/key-principles-for-promoting-quality in-inclusive-education-recommendations-for-practice_KeyPrinciples-2011-EN.pdf

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Bailey, D. B., Skinner, D., Hatton, D., & Roberts, J. (1996). Family experiences and factors associated with the diagnosis of Fragile X syndrome. Journal of Developmental and Behavioral Pediatrics, 17(5), 314-322.