Inclusive education is not just about the inclusion of disabled student or students with special need but it is also the inclusion of students with various need and different abilities who are learning in the same classroom. It is one of the competencies that is now implemented everywhere and also across the curriculum where we can prove by seeing ramps at school, Teacher Assistants (TAs) and other inclusive new teaching and learning strategies. Therefore, this paper will describe my understanding on inclusive education from my teaching and learning experiences together with my student.
To begin with, I have touched some teaching practices which helps me to understand inclusive education in many angles and this includes; printing or writing visual aids in large font to help short-sighted students during class and exams, working collaboratively with teacher assistants for catering my special students’ need through interpreting what I am delivered. Supported by (Villa and Thousand)they stated that teachers should have a sound knowledge on the effective and suitable strategies to address all students' learning need especially those from marginalized group. Thus, the above strategies are clearly express examples of inclusive education which build concrete understanding on the term ‘Inclusive Education'.
Furthermore, according to my experience I have learnt that developing differentiation lesson plan is one of the strategies that really support inclusive education, Although I did not have students with specific needs, I knew that children were not alike in how they acquired the knowledge, thus I develop this lesson plan to accommodate and treated them equally in a learning environment. A good example that I have practiced is that differentiating the learning outcomes and learning activities according to their learning abilities not only that but also creating various of activities that cater every students’ need, such as instead of the answering questions activity, I also include the drawing/sketching, multiple choice and other simple activities just for slow students who have difficulties in answering questions. In relation to the belief of Harry Daniels and Philip Garner they state that applying various strategies or taking greater consideration for students’ diverse needs is one way effective in promoting and implementing inclusive education
Moreover, treating boys and girls equally in all activities is another way that promote inclusive education. I apply this strategy through mixing fast learners and slow learners in one group so that slow learners could have a chance to learn from fast learners. For example; engaging boys and girls equally through allocating them in groups with having equal number of boys and girls during PE matching games and the cleaning is another strategy I have learnt which conveyed the idea to student that everyone can have a sense of participation and responsibility. Please refer to the journal. According to Sulaiman Tajularipin and Suzieleez Rahim they support that to this teaching approach will definitely accommodate diverse learners’ needs in terms of intelligence profiles, learning styles and learning preferences. As far as I know after applying these strategies they are effective and engaging in the learning process which makes the learning environment comfortable and fun to be in it. Therefore, here is it really show that gender balance helps promote Inclusive education.
In conclusion inclusive education allow teachers to offer their capabilities to accommodate students with different needs so that student with varying abilities could feel motivated when they learn in classes surrounded by a caring teacher and peers. It is believed that the implementing of inclusive education across the curriculum is highly practicing nowadays in which some school buildings have ramps, interpreters (TAs) and so forth. Therefore, let’s all citizens to participate and contribute and Kiribati will become stronger and more prosperous.
Bibliography
Daniels , H., & Garner , P. (1999). INCLUSIVE EDUCATION . New York : Kogan Page Retrieved from https://books.google.ki/books?hl=en&lr=&id=u7Hs7l2t1wwC&oi=fnd&pg=PP2&dq=inclusive+education&ots=bgiA1qG6hD&sig=qhwiduWWSvq3matSK-x3oNyrBcw&redir_esc=y#v=onepage&q=inclusive%20education&f=false
Tajularipin, S., & Rahim, S. S. (2010). Teaching Strategies Based on Multiple intelligence Theory among Science and Mathematics Secondary School Teachers. Article in Procedia-Social and Behavioral Science, 2, 517. Retrieved from https://www.researchgate.net/publication/251713147_Teaching_Strategies_Based_on_Multiple_Intelligences_Theory_among_Science_and_Mathematics_Secondary_School_Teachers
Villa, R. A., & Thousand, J. S. (2005). Creating an Inclusive School. Virginia : Association for Supervision and Curriculum Development. p. 2.