EDU30005 Understanding and Supporting Inclusion Report 2 Sample
Assignment Details
This assignment task requires you to critically analyse and reflect on a Case study (https://swinburneonline.instructure.com/courses/5148/pages/case-study) . You are then required to write a report on actions you would take as an educator to provide a learning environment inclusive of all children.
Read the Case study (https://swinburneonline.instructure.com/courses/5148/pages/casestudy) and profiles provided, and present a case study report on actions you, as a teacher assigned to the classroom, would take to help ensure this setting is inclusive of all the students in the classroom. You have been provided with the profiles of five children with varying needs, who are to be included within this classroom. As the teacher, you need to cater not only for these five children, but also for every child within your care. Please ensure that you follow the teachings of this unit and consider these children within the educational setting holistically, rather than diagnostically.
Your report should be presented in the following format:
Introduction (approximately 400 words): Specifically linked to the case study, briefly define the key considerations you have identified in the case study.
Discussion (approximately 800 words): Broadly focused on the whole class and inclusion in general, your discussion should consider:
• The capacity to include children with additional needs—what are common adjustments that take into account a range of additional needs (a broad discussion linked to literature)
• How you might provide an inclusive environment for all children in your class (focus on the whole class as an inclusive environment)
• This section should be linked to research and should provide a broad overview of inclusion in general.
Recommendations for action, support and implementation (approximately 800 words): Specifically linked to the case study, provide a brief list of actions you would take to provide an inclusive environment for the children in the case study (this is your plan for inclusion). This should include:
• The documents and processes you would undertake, who you would consult and why you would consult them
• Adaptations you would make to the learning space
• Specific strategies that you might incorporate.
Reference list (not included in word count): List all references to the work and words of others, correctly cited according to the APA style.
Appendices (not included in word count): You can include material to support your report in an appendix. This can include (but is not limited to) sketches of classroom layouts, images and planning documents. These materials are entirely optional, but recommended to support the detail of your report.
Solution
Introduction
New and innovative educational practices in the educational scenario have made the same more of an obligation, which has to be there to have inclusivity in the learning environment (Cade 2023). The above case unfolds the practical implementation of inclusive strategies in a class setup, reflecting a comprehensive approach toward education where the diverse needs of all the students are respected and accommodated. This analysis will discuss the theoretical basis of inclusive education and practical action strategies that could be learned and applied in real situations at the class level.
Such an argument is invaluable not only to the case study on inclusive education but also well placed in pointing out the potential of bridging policy-practice divides: The reform in education that inclusive education has been made to reflect goes beyond the mandate of the law and standards but instead reforms the educational experience to become fair and just to all learners (Cade 2023). This demands a shift from the traditional one, which most likely segregates or unintentionally marginalizes pupils with special needs, to an inherently accommodating and integral one for university assignment help.
A holistic view of the student is one of the critical issues in this case, separate from that of the diagnosis. The latter, traditionally, would have led to the development of specific educational strategies for particular disabilities or problems in isolation. This latter approach may inadvertently stigmatize or ostracize students perceived as 'different.' Instead, the case study reports a focus on the strengths and potential of each student, combining strategies that benefit the individual with specific needs and the learning environment of the whole classroom community.
If this view is taken, then it's a holistic view in which each child is considered to bring a unique set of skills, experiences, and perspectives to share inside the classroom. Thus, the challenge for an educator, during the design of learning environments, would be not so much an ability to craft such environments for potential differences as much as highlight, celebrate, and use available differences to benefit each community member in learning (Narot & Kiettikunwong 2024). Important considerations that emerge from the case study are the adaption of physical space, modification of teaching method, and development of inclusive culture in school. These are going to be the essential factors for bringing out the educative surroundings that will be not only accessible but also enabling for all the students; thus, they will be genuinely nurturing the real spirit of inclusivity.
Discussion
• Inclusion of Children with Additional Needs
An inclusive approach to education for children is a practice where extensive varied, diverse needs of learning among students are accommodated in the mainstream class setting and where the students hold equal rights and have full access to education (Aslan, 2023). A critical aspect is, therefore, adaptation to the classroom environment and general teaching practices to the variety of student needs (Kenny, McCoy, & O’Higgins Norman, 2023). The adaptation majorly involves both physical and instructional changes within a classroom to make the learning experience inclusive.
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(Deepa 2015)
Physical Adjustments: This may involve a physical alteration of the room so that the physical disabilities of any student can easily be accommodated. For example, they are making space where students with wheelchairs can move around the whole class, changing the height of resources used by all the students so that those on wheelchairs can get to them, or other physical adjustments (Carrim & Bekker, 2022). Primarily, such cases relate to lighting and acoustics, which are supposed to be suitable and supportive for students with visual or auditory difficulties. Such devices as adjustable furniture, tactility in learning materials, and technological devices using screen readers and hearing aids can have significant improvements in the accessibility of learning environments (Kenny, McCoy, & O’Higgins Norman, 2023).
Instructional Adjustments: Differentiated instruction is a fundamental issue of quality inclusive education. Differentiation in instruction occurs when the approach to subjects has been adjusted to cater to different learning styles and needs a child may have in learning and assessing students' performance (Macagno, Ragaglia, Henning, & Bulgarelli, 2024). According to Melesse & Belay (2022) differentiated instruction should be that which allows teachers to alter content, process, product, and learning environment to serve individual student needs. This may be facilitated through varied assignments whereby technology could be used to develop tailor-made learning experiences and differential support at various levels to befit the student's capacity.
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(Playworks, 2023)
Then, being a framework designed for all students who are using the materials and taking part in activities, UDL has a mutual benefit. The UDL theory developed by Meyer, Rose, and Gordon (2014) supports "multiple means of engagement, multiple means of representation, multiple means of action, and multiple means of expression to eliminate barriers to learning.". The understanding that what works for one student can work for others speaks of the backbone of the approach, which can make learning more accessible and effective for everyone, not just those with additional needs.
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(Williams, 2023)
The differentiated instruction and UDL focus on the need for flexibility in educational practices. Such flexibility develops a learning environment that ensures respect and difference in promoting equality and increasing participation (Carrim & Bekker, 2022). Such strategies must be implemented with an assessment at intervals, and the necessary alterations to the teaching practices must be done with flexibility toward the response attained from the students and the outcomes of education.
The implementation of these changes benefits not only the students who have further needs but, indeed, the whole classroom because it promotes an environment where there is respect and inclusion (Carrim & Bekker, 2022). The same applies to the general strategies of inclusive education, as has been established in numerous studies undertaken by the best scholars and practitioners of education. All these ensure that schools draw closer to the very goal of accurate educational equity- giving every student a chance to succeed academically and socially.
• Creating an Inclusive Environment
It should not be just a dimension but holistic as much as it can, allowing the general environment, the attitude of the teachers, and the way teaching is conducted. An inclusive environment offers support not only to pupils whose needs are identified but also in allowing all the learners to enhance their experience in learning and in carrying out a sense of community and belonging among them (Dost, 2024).
Inclusivity: Atmosphere in physical and emotional terms is paramount. Physical organization of a classroom may ensure that facilities in the school are accessible to all the students, making it easy for them to maximize their potential. This can be through providing flexible seating and accessible technology (Lucero-Romero & Arias-Bolzmann, 2023). Emotionally, the classroom environment should promote safety and respect, whereby all students feel valued and understood. This is where clear, firm rules, a culture of celebrating diversity, and student empathy come into play.
Teacher Attitude: The attitudes and beliefs held by the teachers make up the foundation for success in inclusive practices. A teacher who has a positive attitude toward being inclusive believes in the potential of any student and can easily change their methods of teaching to reach out to each student (Karatsiori, 2023). It is imperative because the attitude that the teachers have towards the pupils determines the relationship and the strategies put in place to enhance learning. A positive and inclusive attitude will build confidence and respect between parties; that is the essential stepping stone a good learning process builds upon.
Inclusive teaching practices use various techniques suitable for a wide range of learning abilities and preferences (Narot & Kiettikunwong 2024). This involves collaborative learning through peer interactions that allow students to learn from one another. Scaffolding implies support by the teachers for learners to help them solve problems or tasks until the learners can do it by themselves (Karatsiori, 2023). The use of different forms of assessment combined with feedback offers students a chance for all students to have their opportunity demonstrate what they know in the best manner possible and formats suitable for them.
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(Padayichie, 2023)
Research Linkage: Research has always held that all students benefit from inclusive educational practice, not only those with special needs. A single case of inclusive practices promotes better academic performance among students because of the diversity and different perspectives with learning opportunities. Furthermore, Booth and Ainscow (2002) observe that findings from the development of the Index for Inclusion indicate that inclusion enriches the school experience because there is built a culture of acceptance and understanding. These strategies provide for the learning environment involving school teachers and pupils with diverse needs in such a way that an educational task can take place to the benefit of all kinds of learners (Karatsiori, 2023). These benefit environments accrue not only from the academic performance but also from the social skills and emotional intelligence these students develop to survive in a diverse world.
Recommendations for Action, Support, and Implementation
Adapting the learning space: Specific things that could be done to support all learners, including those with learning difficulties, are:
• Arranging furniture to create clear pathways and accessible learning stations.
• Using assistive technologies such as speech-to-text software and audio books to support a diversity of learning styles.
• Making sure all materials are available in alternative formats, including large print, Braille, and digital.
Interaction with families and professionals Building and expanding a support network :
• Involve the families in their children's education by sharing information and being part of the education process through newsletters, meetings, and digital platforms.
• Collaborating with occupational, speech, and special education experts respectively to set up and implement support plans.
• Organize workshops and training sessions for teachers and staff to seek a clear and practical understanding and implementation of inclusive practices.
Support Strategies
Education and Therapeutic Supports Implementation would have:
• Develop Individualized Educational Plan (IEP) goals that are outcome specific to the student's needs and allow for appropriate accommodation.
• Ensuring that therapy activities from external therapists are appropriately incorporated into the school routine, using this to support the different developmental needs of students.
Importance of Supports: Such supports are important because:
• Offer personalized learning experiences that meet the needs of individual students, thereby improving their academic and personal outcomes.
• Create an inclusive environment in which diversity is recognized, including its value in contributing to the general well-being and social inclusion of all students.
Implementation Steps
Documents and Processes: What you need to do
• Prepare detailed IEPs for students who qualify with goals and how the goals will be measured.
• Ensuring that any adjustments and support strategies are documented in the teaching plans, ensuring consistency and support.
Adaptations for Inclusivity: Essential modifications would include:
• Employing the use of AUSLAN in classrooms to help the deaf children communicate.
• Modifying the uses of lighting and color schemes in the classroom space about students who are visually impaired and are sensitive to attuned sensory stimuli.
• Visual support to understand and minimize anxiety for students who need clear structures.
These measures make the classroom an equally friendly environment for all students, where they can reap the benefits of the opportunity education presents.
Specific Considerations for Individual Children
Use of Individualized Education Plans (IEPs)
Development of IEP: designing IEPs for students with disabilities such as learning disabilities, sensory deficits, behavioral disorders (Samsari, Palaiologou, & Nikolaou, 2024).
• Content of the IEPs: The goals, accommodations, and interventions of the IEPs are all individually directed towards the child according to the child's need.
External Therapists: An external therapist partners with other therapists, like speech and occupational therapists, when working on specific developmental and educational goals.
Environmental and Instructional Modifications
• Brain Breaks and Mindfulness: This would be the introduction of practices specifically designed for stress management and attention span improvement, in which scheduled Brain Breaks and guided Mindfulness exercises would be successful (Zelcane & Pipere, 2023).
• Cozy Corners: Create soft, comfortable corners in a classroom where students can retreat to regroup her thoughts.
• Theoretical Link: Relate these strategies to educational theories; Vygotsky’s sociocultural theory emphasizes social interaction in learning, while Bronfennbrenner's ecological systems theory emphasizes the influence of multiple environments on child development (Roshan, Wen, & Mansour, 2023).
References
Aslan, N. (2023). Classroom Climate in Early Childhood Education: A Conceptual Framework for Effective Classroom Management. Üniversitepark Bülten/Universitepark Bulletin , 12(2), 55–83. https://doi.org/10.22521/unibulletin.2023.122.3
Cade, J. (2023). Child-centered pedagogy: Guided play-based learning for preschool children with special needs. Cogent Education, 10(2) doi:https://doi.org/10.1080/2331186X.2023.2276476
Carrim, N., & Bekker, T. (2022). Placing inclusive education in coversation with digital education. South African Computer Journal, 34(2). https://doi.org/10.18489/sacj.v34i2.1084
Deepa. (2015, July 13). Is “INCLUSION” Really The Answer For Children With Special Needs?. Retrieved from Two Minute Parenting website: https://twominuteparenting.com/can-inclusion-really-work-for-children-with-special-needs/
Dost, G. (2024). Students’ perspectives on the “STEM belonging” concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions. International Journal of STEM Education, 11(1). https://doi.org/10.1186/s40594-024-00472-9
Karatsiori, M. (2023). In the pursuit of “Quality Education”: From ancient times to the digital era, can there be a consensus?. Cogent Education, 10(2). https://doi.org/10.1080/2331186x.2023.2286817
Kenny, N., McCoy, S., & O’Higgins Norman, J. (2023). A Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision. Education Sciences, 13(9), 959–959. https://doi.org/10.3390/educsci13090959
Lucero-Romero, G., & Arias-Bolzmann, L. G. (2023). Impact of “mindfulness” or full awareness meditation on learning abilities. European Journal of Management and Business Economics, 32(4). https://doi.org/10.1108/ejmbe-07-2022-0218
Padayichie, D. K. (2023, February 4). What is Inclusion? Retrieved from www.structural-learning.com website: https://www.structural-learning.com/post/what-is-inclusion
Macagno, A., Ragaglia, B., Henning, A., & Bulgarelli, D. (2024). Inclusive Approaches in Italian Early Childhood Education and Care: The View of Practitioners. Education Sciences, 14(4), 385. https://doi.org/10.3390/educsci14040385
Melesse, T., & Belay, S. (2022). Differentiating instruction in primary and middle schools: Does variation in students’ learning attributes matter? Cogent Education, 9(1) doi:https://doi.org/10.1080/2331186X.2022.2105552
Narot, P., & Kiettikunwong, N. (2024). A strategy to reorient parental perceptions to create conditions for successful inclusive education: A case study in A small-sized school. Education Sciences, 14(4), 358. doi:https://doi.org/10.3390/educsci14040358
Playworks. (2023). Adapting Games for Students in Wheelchairs. Retrieved from Playworks website: https://www.playworks.org/resource/adapting-games-for-students-in-wheelchairs/
Roshan, M., Wen, X., & Mansour, N. (2023). The role of English and the sociocultural structure of Bahasa: a study of Brunei Darussalam. Asian-Pacific Journal of Second and Foreign Language Education, 8(1). https://doi.org/10.1186/s40862-023-00186-5
Samsari, E., Palaiologou, N., & Nikolaou, G. (2024). Exploring Narratives of Teachers Working with Culturally Diverse Students: Any Insights about Inclusion? Societies, 14(4), 55. https://doi.org/10.3390/soc14040055
Williams, J. (2023, April 18). Universal Design for Learning. Retrieved from Let’s Go Learn website: https://www.letsgolearn.com/education-reform/universal-design-for-learning/
Zelcane, E., & Pipere, A. (2023). Finding a path in a methodological jungle: a qualitative research of resilience. International Journal of Qualitative Studies on Health and Well-Being, 18(1). https://doi.org/10.1080/17482631.2023.216494
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