Sharing Good Practice
The ultimate goal is to create
common learning
environments
“An educational setting where
students from different backgrounds
and with different abilities learn
together in an inclusive environment.”
KHDA, 2017
A significant step on this path is
recognition and celebration.
How many classrooms celebrate
ethnic diversity? Diwali finger pots
in October, Shamrocks in March,
National flags in December.
How many classrooms celebrate
physical diversity? Eye colour, skin
colour, hair colour?
How many classrooms
diversity of abilitie?
celebrate
Why is it that we are ok with some
symbols of individual needs like
glasses or wheelchairs but not with
others?
“Impairments become disabilities,
when
the
person
experiences
attitudinal, social and/or environmental
barriers that prevent full and effective
participation within a community”
KHDA, 2017
Under the leadership of the Executive
Council of Dubai, and through the
focus of ‘My community... a city
for everyone” initiative, we are
encouraged to embrace and celebrate
individual needs.
• Multiple means of expression to
provide learners alternatives for
demonstrating what they know, and they are habituated to a myriad of
opportunities for inclusion.
• Multiple means of engagement
to tap into learners' interests,
challenge them appropriately, and
motivate them to learn. Raise staff awareness
Challenge stereotypes
All members of staff should be aware of
and understand prejudiced comments
in the classroom, playground, lunch
hall- everywhere. Strive to eliminate
the common rhetoric like “oh, he
can’t do swimming because…” or
“She doesn’t like to go to the library
because…”
Grab opportunities
In assemblies, at sporting events,
on social media to ensure equal
representation of diverse needs
at events and in our publications.
Facilitate
full
participation
by
providing appropriate opportunities
for all pupils.
Diverse Resourcing
How many story books in your
school have characters with ASD, in
wheelchairs, with Down’s Syndrome?
Audit your resources and strive toward
a more balanced representation.
If
children
experience
diverse
needs in their reading, viewing and
educational materials their awareness
and understanding is raised and
It is important that al staff fully
understand these issues so that they
put them into practice daily in all
areas of the curriculum. If teachers
feel ill-equipped or uncomfortable
to deal with these issues, they should
hold staff meetings and seek training
opportunities.
If children are surrounded by a
positive
inclusive
environment,
they will develop a more positive
understanding of themselves.
It is up to us, as educators, to look for
the opportunities that lie in waiting for
pupils of determination. To “inform
and empower” (KHDA, 2017) pupils,
teachers and all educators is to
pave the way toward truly inclusive
education.
References
Dubai
Inclusive
Framework, 2017
Education
Policy
Rose, DH, & Meyer, A (2002) Teaching
Every Student in the Digital Age: Universal
Design for Learning Alexandria, VA: ASCD.
Suleymanov, F., 2015, Issues of Inclusive
Education:
Some
Aspects
to
be
Considered Electronic Journal for Inclusive
Education,Volume 3, 2105
What can we do in our classrooms to
ensure this is happening?
Promote an inclusive ETHOS
Creating a safe space where children
can talk about theirs and others
individual needs in an open and
supportive way.
Styles of learning
The Universal Design for Learning
(Rose, 2002) is a renowned educational
framework based on research in
the learning sciences, including
cognitive neuroscience, focused on
flexible learning environments that
accommodate individual needs. It has
3 main areas of concern:
• Multiple means of representation
to give learners various ways
of acquiring information and
knowledge,
Catherine O’Farrell (PGCBA, BSc-Psych, B-Ed) is an experienced psychologist,
senior leader & consultant. She has worked in educational and medical institutions
across Ireland, the UK, Australia and the UAE for over 12 years. She is currently
Group Head for Inclusion for the Athena Group in Dubai and Director pf Phase 2
for the Dubai Inclusion Network
Class Time
|
|
Jan - Feb 2019
| 39