PROMOTING INCLUSIVE EDUCATIONAL PRACTICES IN MAINSTREAM SCHOOL SETTINGS
BY : SEEMA NAMBIAR
Pre-teaching works wonders for the learner . Since the learner has pre-read the chapter , she / he can understand the class teacher ’ s explanations in greater depth and grow confident enough to participate in class discussions pertaining to the read material . Unfortunately , it is not possible to pre-teach every concept in school .
In recent years there has been an increased understanding and , thereby , acceptance of learners with special educational needs ( SEN ) within mainstream schools . As a result , expectations from schools and their teachers to successfully address the unique academic needs of such learners in an inclusive class environment has been significantly raised .
Successful inclusion caIls for a positive attitude to bring about a change along with the knowledge to identify SEN-related issues and meticulously planned lessons that cater to diverse learners . Inclusion is , however , easier said than done and it is not restricted to any single activity . In fact , inclusive schools regularly celebrate and respect differences through school-based activities , which include assemblies , art and drama , sports , class activities and games ( Gedge , 2016 ).
To achieve the same , schools promote inclusive policies that support learners and their families . Teachers work towards developing a clear understanding of the learners by identifying their strengths and
weaknesses , their motivation to learn as well as what adversely impacts or impedes their learning . The onus is thus on teachers to adopt a multisensory approach and plan differentiated learning goals that accommodate and address their unique needs in an inclusive classroom .
Collaborative effort
Whatever the level of proficiency or experience of the class teacher , it is often difficult to attain success through single-handed efforts . Inclusion hardly works in isolation . Its success relies heavily on close collaborative efforts of all stakeholders related in the process of inclusive learning . The class teacher can , therefore , seek advice and support from the teaching assistants , the shadow teacher , parents , learners themselves , special educators , the head of the school ’ s inclusion department as well as external professionals and agencies ( Delaney , 2016 ).
Strategies to promote inclusive practices
Pre-teach the learning , if possible .
Word mats are silent supporters for those in need of additional guidance . Whether the learner is searching for a synonym or antonym or needs additional support in working out their times tables , these mats / resources are highly versatile and can be customised to suit the learning needs of the students . Quite often , they encourage learners to work out the assigned activity , with minimal support from an adult .
Assistive technology can also be effectively used to support learners in accessing the learning and working on the assignment , to a large extent , independently .
Teachers can select students to peer teach learners with SEN . This buddy system positively impacts the selfesteem of both learners and makes them feel cared for and respected in the classroom .
All learners want to be accepted as an integral class member and not stand out as a needy individual screaming for frequent support . However , they sometimes might fail to grasp the learning , get distracted by someone ’ s actions or words or simply struggle to focus on the learning or the assigned task . That is when non-verbal reminders / prompts come into play . A tap on the student ’ s desk or certain gestures from the teacher can serve as a subtle reminder to remain on task . Often , charts are placed on desks to remind students about their expected behaviour and often without a teacher calling out the name of a particular
20 Term 2 Jan - Mar 2022
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