Inclusive education is the term used to refer to when all learners are placed in a general classroom that is age-appropriate in their vicinity to receive an education without considering their challenges. The knowledge provided is characterized by instruction that is high quality, reliable support, and an intervention system that enables the diverse students to complete the fundamental requirements of the curriculum (Alquraini & Gut, 2012). Institutions that provide inclusive education function using the principle that special education students are ultimately just as competent as learners without disabilities. This principle implies that all learners can fully participate in the classroom in their neighborhood schools. The Least Restrictive Environment (LRE) law makes this principle compulsory (Alquraini & Gut, 2012).
Inclusive educators need to be understanding, accepting, and have the capability to attend to the diverse student equally needs depending on individual needs; the individual needs can be cognitive, emotional, physical, social, or academic. In some instances, the educator will be required to divert from the standard education schedule and include some additional activities that will enhance the learning of ELA for special needs students such as occupational therapy and speech therapy. The primary responsibility of the educator is making sure that all learners feel accepted, challenged accordingly, and supported in their endeavors. Support for the students should be experienced from all the stakeholders who include the parents, special education instructors, regular educators, and other members of the faculty ( Morningstar et al., 2015).
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Ways to find out about the student’s needs
The first way through which an educator can learn about the diverse needs of students is through establishing an open communication line (Dixon et al., 2014). Engage the students in talks individually, starting with small casual discussions, and eventually moving to essential matters. This helps in identifying their personality and building honesty and trustworthy relationship. The second method is through observation; the instructor should keenly observe how the students interact with one another as it shows which personalities get along and which ones do not (Dixon et al., 2014). The student's past assessments and their IEP records can also be used by the teacher to understand their students better. The fourth method that can be used in getting to know the students better is administering surveys containing personal questions. The survey will help the instructor in understanding the interests, backgrounds, and aspirations of the students. The instructor can also initiate some games in the classroom that are aimed at breaking the ice. These games will assist in the students getting to know the teacher and vice versa (Dixon et al., 2014).
Implementing strategies to provide students with the help they need
There is a dire need for instructors to implement inclusive learning strategies in the classroom. A comprehensive survey conducted indicated that many instructors either have a negative or neutral approach to inclusive learning (De Boer, Pijl & Minnaert, 2011). Their approaches are due to a lack of confidence, competence, and expertise in teaching students with disabilities. Having a positive attitude is the essential element of implementing inclusive education successfully (Savage &Erten, 2015). An assortment of instructional formats can be utilized in the process of teaching. The inclusive educator should start off with instruction focused on the entire group then gradually transition to instruction focused on small flexible groups and eventually paired learning. The whole group instruction should include the use of interactive whiteboards, which enhance the learner's engagement (Alquraini & Gut, 2012). For younger learners, their small flexible groups can be led by the educator, while for older learners, one student can be selected to lead the group while the instructor monitors the progress. Peer supported studying is an engaging and effective mode of instruction as it involves student-led discussions, pair work, peer tutoring, and group discussions ( Morningstar et al., 2015).
The second strategy that can be implemented is making certain that every student has access to the academic curriculum learning activities. This ensures that all students have a chance to align their personal goals and objectives with those on the school curriculum. The third strategy is utilizing the universal learning design, which encompasses a variety of techniques that support the learning needs of diverse learners. This includes the diverse methods of instruction, like the use of graphic organizers, images, written responses, oral reports, modeling, provision of objectives, and technology (Savage &Erten, 2015). All these techniques can be customized to suit the needs of the special needs students by providing headphones, use of large pints, use of images together with words, provision of extra time, and creating peer tutoring. The students can also be provided with projects that require them to inquire and give responses, both individually and collectively ( Morningstar et al., 2015).
Applying principles of UDL in my content area
The UDL principles are essential in creating the framework values that enhance diversity proactively in inclusive learning. The UDL principles help in minimizing and eliminating barriers to effective learning in the classroom. These principles are essential in general classrooms that have special needs students (Ralabate, 2019). The UDL principles advocate for a curriculum that emphasizes the methods, goals, materials, and assessment. The three principles help inclusive educators in providing diverse, multiple, and flexible techniques when it comes to engaging students' representation of responses and expression (Ralabate, 2019). The UDL curriculum goal refers to the learning objectives, which include the skills, concepts, and knowledge the student should master by the end of the lesson according to the state standards. It is essential for inclusive educators to link the curriculum goals in Individualized Education Programs (IEPs) along with the class objectives and state standards (Ralabate, 2019). The methods used in instruction should be supported by the learners' flexibility indicated by their assessment. The student should be constantly monitored in order to adjust the UDL techniques used regularly. The UDL principles should be implemented in the inclusive learning classroom through the setting of realistic goals, individual assessment of every learner's needs, and evaluating the curriculum barriers that they are likely to encounter (Ralabate, 2019).
References
Alquraini, T., & Dianne Gut, D. (2012). Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. International Journal of Special Education, 27, 42-59.
De Boer, A., Pijl, S. J., Post, W., & Minnaert, A. (2013). Peer acceptance and friendships of students with disabilities in general education: The role of child, peer, and classroom variables. Social Development , 22 (4), 831-844.
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted , 37 (2), 111-127.
Morningstar, M. E., Shogren, K. A., Lee, H., & Born, K. (2015). Preliminary lessons about supporting participation and learning in inclusive classrooms. Research and Practice for Persons with Severe Disabilities , 40 (3), 192-210.
Ralabate, P. (2019). Universal Design for Learning: Meeting the Needs of All Students . American speech-language-hearing Association.
Savage, R. S., & Erten, O. (2015). Teaching in Inclusive Classrooms: The Link Between Teachers Attitudes-Practices and Student Outcomes. Journal of Psychology & Psychotherapy , 5 (6), 1-7.
