CREATING AN INCLUSIVE, STUDENT CENTERED LEARNING
ENVIRONMENT
Inclusive learning or education is a terminology that has
been described in a variety of ways by diverse advocacy groups and
institute. Inclusion in the educational
field refers to the processes that are aimed at incorporating minority groups
in society, specifically the physically challenged, in the educational process.
An inclusive model of education is therefore, that which is able to eradicate
all barriers and frontiers to learning and in doing so ascertain that
classically excluded and marginalized learners are satisfactorily included at
all stages of learning. Such sets of procedures ensure that there is the
utilization of age suitable and specialized academic lessons for the disabled
individuals as stipulated in the respective Individualized Education Program
policies. Unlike mainstreaming or integration which is aimed at shifting disabled
children to the normal classes after the disabled children have proven that
they can keep up with the others, inclusion refers to taking the children to
normal schools but also providing them with the specialized care that they need
to compete fairly with the normal learners (The City University of New York and
National Center on Educational Restructuring and Inclusion, 1995).
According to Shaddock et al (2007) the inclusion of
learners with disabilities to the education process is not a new phenomenon and
neither is it restricted to Australia. On the contrary, many International
pacts and recommendations by relevant non-governmental organizations have
always campaigned for the disabled minorities to be efficiently included in the
mainstream educational processes. The Centre for Studies on Inclusive Education
(CSIE) (2004a) goes ahead to list ten of the fundamental reasons why disabled
learners ought to be included in the classroom learning activities; firstly, it
is asserted that it is the right of every child learner to be trained together
with the others and not in isolation; segregating, excluding or discriminating
against a child simply because they have a certain learning difficulty is both
immoral and unethical. The process of growing up necessitates that children be
together so as to enjoy the benefits and advantages that come with interacting
and sharing information with one’s peers; as a matter of fact, many disabled
adults who went through separated systems of learning claim that it is a very
devaluing practice and that it should be abolished to allow the disabled
children inclusion into normal learning processes.
The ongoing campaigns in many nations for the disabled
minorities to be included in the normalized educational processes have also
been propelled by research findings which assert that when placed in inclusive
contexts, children have a propensity towards more favorable attainment of
social and scholarly goals. Putting the disabled learners in segregated
learning institutions is therefore a form of prejudice that makes them feel
unloved and unwanted by society; in the long run, these feelings of inadequacy
tend to have very detrimental effects on the disabled children’s learning. In
order for such feelings to be dispelled and for the disabled children to forge
healthy relationships with the others, both at school and the society in
general, there is a need for them to be provided with an inclusive system of
learning which is sensitive to their special needs while at the same time
allowing them the normalcy of interacting with other learners.
There are a variety of issues that are inherent to the
field of academics and vocational training; one such issue concerns the
dynamics involved in the access and equity of occupational education, common
referred to as VET in Australia. Despite the fact that the activities of the
commonwealth government towards the entrance into and impartiality of
Vocational Education and Training have been showed discrepancies in the past
years, there are some issues that a very closely affected by the federal
political administration as well as the state administrations. Firstly, there
have been divergent positions by government officials in the policy formulation
processes regarding the advancement of entrance and partiality in VET. The two
positions are the management of diversity model and the social justice model; while
the management of diversity model is mostly concerned with structural frontiers
that hinder marginalized groups from accessing VET, the social justice model
aims at the disambiguation of personal characteristics and mindset that hinder
individuals from accessing the full benefits of VET. According to Considine and
Watson (2005), the political system in Australia has been guided by the
principles of the social justice approach when it comes to the formulation of
policies and intervention initiatives affecting VET. In the mid of the 20th
century the Australian National Training Authority came up with a list of the
most underrepresented groups in the VET framework. These included, women,
physically challenged individuals, individuals descended from non-English
speaking communities, the rural folk as well as the aboriginals and Torres
Straight Islanders.
3142VTA Inclusive Teaching
Assignment 2 (n.d) asserts that in
order for a teacher to understand the needs of the learners there are two
concepts that are very fundamental. The first one is language and the function
that it plays in the educational process. The language of learners is closely
linked to their culture and diverse backgrounds which make them unique. The
interactions between learner and teacher must be guided by a healthy
relationship in which both communicate clearly; any breakdowns in the
communication process may adversely affect the process of educational
inclusion. Another very important concept is that of multiple perspectives. The
disabled learners may have different outlooks to life and the educational
process in contrast to the normal learners; in addition to this, the learning
process is one in which there is the application and utilization of a myriad of
understandings and outlooks. Due to the amalgamation of different types of
learners in an inclusive classroom, the teacher has the responsibility of coming
up with teaching-learning methodologies that are effective.
According to Rieser (2001) an investigation was conducted
in Northern England which exposed adults from different backgrounds such as
those in incarceration, the physically challenged, the unemployed and young
single mothers to a premeditated curriculum based on local concerns and needs.
The tutors chosen to dispense the curriculum were those who had a social
standing closely related to that of the chosen respondents. After a twenty four
month conduction of 50 interviews and 12 focus groups, based on the respondents
life occurrences and outlooks on the significance of classroom learning, it was
discovered that most of the respondents attached a great significance to the
student –teacher relationship; a majority of them revealed that learning would
be more successful in circumstances where they felt appreciated and their
individuality and experienced valued. In such an environment, the respondents
revealed that they would feel more motivated to include themselves in the
classroom educational process. The research study also depicted that more than
half of the respondents were pleased by the manner in which the learning
process allowed for a diverse range of learning capabilities; they were
motivated by the fact that they could operate at their own individual speeds.
There are a variety of initiatives and frameworks that can
be applied in the processes aimed at the impartial inclusion of the
marginalized groups into the VET system. Considine and Watson (2005) assert
that in Australia the first framework has been the Federation of Independent
Aboriginal Education Providers. This organization, whose main activities are
conducted in Sydney, Alice Springs and Adelaide, has been very instrumental in
the redress of exclusion of minority groups from VET as a consequence of both
structural and personal traits barriers. In their capacity to lessen the
frontiers that hinder minority groups from accessing VET, the policies of
Federation of Independent Aboriginal Education Providers have also been very
successful in reducing levels of illiteracy, domestic violence, abuse and
misuse of substances as well as incarceration and medical issues.
According to Darlington (2003) the issue of inclusion is a
very fundamental one in any educational process. For any teacher to be able to
effectively execute the principles of inclusion they first of all have to
appreciate the fact that each learner is a unique individual with unique needs
and outlooks; the teacher should therefore shed off any labels of physical
infirmity, social background, religious affiliations or economic status that
may interfere with the inclusion process. The fundamental step in the
application of feasible inclusive strategies is the fact that the teacher
should be willing and dedicated to the process of including the disabled
learners into the learning procedures. The formulation of successful and
effective inclusion models necessitates a generous investment of time, exertion
and extra resources. There are a variety of teaching methodologies and
guidelines that the teacher ought to be sensitive of in the process of
educational inclusion.
Rieser (2001) declares that the first strategy for teachers
is that they should not emphasize or focus on the learner’s physical challenges
but on their particular strengths and capabilities. This approach allows the
educators to identify authentic learner needs rather than basing their teaching
framework on label-defined hearsays. According to 3142EBL -Assignment 2 (n.d) an
important aspect of effective inclusion process in the Australian setting is
the utilization of effective communication strategies. This is due to the
diverse nature of learners in the Australian educational sector. To be able to
do this successfully, the teachers and their learners should meet before the
onset of classroom learning. This allows for the learners to receive the
relevant knowledge as well as orientation on services available for the
disabled, counseling services as well as the teacher contacts and classroom
lesson timetables. In the classroom situation signposting is a very effective
method as it allows for learner to be aware, in advance, of the educational
content that they will be exposed to during each lesson; this strategy, coupled
with the equipping of learners with relevant educational hand outs and DVDS or
auditory CDs is also very effective in the implementation of educational
inclusion.
Inclusion is a process that can not achieve the set intents
without the formation of healthy relationships. As a consequence, the parents
of the disabled child have to work collaboratively with the school
administration to ensure that the child is fully accepted by the school
fraternity and included in the learning processes. A teacher has a very
important role to play when it comes to the implementation of processes aimed
at learner inclusion. There are a variety of teaching practices that the
teacher may utilize in their attempt to incorporate and include all learners in
the educational process. According to McKenzie (1999)
the first very feasible strategy is that of scaffolding; this refers to the
kind of instruction where the teacher makes the structure of the educational
content presented to the learners very clear as well as plainly depicting what
the anticipated outcomes of the learning process are. There are certain
features of scaffolding that make it very effective in the process of
educational inclusion. Firstly, scaffolding is very effective in the provision
of unambiguous instruction to learners. This is due to the fact that the
content being learnt has previously been assessed and any difficulties that the
learners may encounter in the educational process already redressed. The
learners also learn to cultivate the habits of speed and clarity in all their
educational endeavors.
In addition to this, Holton and Clarke (2006) assert that scaffolding has proven to have the necessary aptitude in
explaining the relevance of educational content to learners; this is very
significant in the inclusion process since it allows the teacher to capture and
maintain the learners’ interest. It has been proven severally by a myriad of
educational studies and investigations that once the relevance of educational
content is made clear to learners and the learners have a picture of how the
content affects their lives during and after the schooling process, they tend
to be more alert and interested to learn. The educational process becomes a
focused and deliberate activity rather than just an information gathering
process. Moreover, scaffolding also allows for an evaluative course of action
to make sure that the learners have been fully included in the educational
process. This is due to the fact that scaffolding provides the learners with
past models of work done by other learners and thus the teacher is able to make
clear to the learners what the anticipated standards of educational quality
are. As a consequence, therefore, scaffolding is very effective in enabling the
teacher to guide learners in the utilization of credible academic sources and
references.
However, as stated by 3142VTA Inclusive Teaching
Assignment 2 (n.d), the provision of scaffolding should not be left to the
teacher alone; there should also be a participation and contribution from the
learners through the process of group work or learning in twos. Working in
pairs or teams is effective in bringing about scaffolding due to the fact that
the learners are different in individuality and outlook; working together
therefore gives each learner an opportunity to inject their unique skills and
knowledge into the effective and successful accomplishment of whatever academic
task they are involved in. By bringing together their divergent capabilities
and sets of information, the learners will alternatively play both the roles of
teacher and learner and in doing so work collaboratively with the teacher
towards making inclusion education a success. Knight et al (2004) assert that a teacher should make efforts towards
the establishment of a warm and sociable classroom atmosphere so as to
encourage learners to communicate easily and willingly engage in the process of
educational inclusion.
Preece (2001) asserts that the teacher
may also decide to utilize the instruction method whose inclination is towards
the revival and revitalization of knowledge that is effective in the
distinguishing of optional and oppositional elements in the learning process.
As stated by Considine and Watson
(2005), such a teaching methodology is very effective in the acknowledgement
and redress of individual attributes as well as past personal experiences that
may affect the process of educational inclusion. When the teacher strengthens
the personal attributes of their learners, the learners independently develop
the capacity to self-include themselves in the learning process. Despite
criticisms that this method of teaching is more theoretical than practical,
many of the contemporary teaching methodologies actually apply it successfully
and commonly refer to it as ‘student-centered learning’.
According to The City University of New York and National
Center on Educational Restructuring and Inclusion (1995), there are a variety
of advantages and benefits that occur as a consequence of using inclusive
strategies in academic instruction. Firstly the process of inclusive learning
is very effective in assisting the learners to cultivate the virtues of
patience and respect for other members of the society; the normal learners also
cultivate the virtues of understanding and kindness to the disabled ones who
may need their assistance from time to time. According to Shaddock et al
(2007), there are a variety of strategies that teacher have at their disposal
to aid them in the process of including minority learners in the educational
process. A research study was conducted on twenty very effective teachers from
Australia to investigate how they go about the process of learner inclusion
into educational processes. An interesting fact that was discovered is the fact
that the teachers revealed that they perceive all of their learners- not just
the physically disabled- as having particular individual needs that have to be
met.
In future studies, investigations and applications of
strategies of educational inclusion, the relevant policy makers ought to
analyze the contemporary set up and circumstances surrounding many educational
institutes and how this may affect the effective implementation of inclusive
learning. Apart from making sure that progressive and updated teaching
methodologies and curricular is applied in inclusive learning, the policy
makers should ascertain that teachers are provided with the necessary resources
and support that they need to implement and execute fresh initiatives in the
field of inclusive learning.
Conclusively, inclusion in the educational field refers to
the processes that are aimed at incorporating minority groups in society,
specifically the physically challenged, in the educational process. An
inclusive model of education is therefore, that which is able to eradicate all
barriers and frontiers to learning and in doing so ascertain that classically
excluded and marginalized learners are satisfactorily included at all stages of
learning. It is very clear that there exists an intimate association between
the teaching methodologies, curriculum content and the set of procedure
established for the purposes of including learners in the educational process.
For the process of educational inclusion to be successful in bringing forth the
required outcome, it is important that the relevant educational officials
engage the targeted minority groups in deliberation and dialogue forums in
which both parties can air their opinions about the democratization of
educational knowledge choice and control.
Shaddock et al (2007) state that the inclusion of learners
with disabilities to the education process is not a new occurrence and neither
is it restricted to Australia. Many International pacts and recommendations by
relevant non-governmental organizations have severally campaigned for the
disabled minorities to be efficiently included in the mainstream educational
processes. Teachers have to be willing and devoted to successfully include all
their learners in the education process. Apart from allowing them the right to
interact and associate with other children, inclusive learning allows the
disabled learners to compete on fair ground with the other learners and in
doing so be proud of their achievements, both at school and in the outside
world thereafter.
Bibliography
Centre for Studies on Inclusive Education (CSIE) (2004a): ‘Ten Reasons for Inclusion’ retrieved
on May 15th 2012 from http://inclusion.uwe.ac.uk/csie/10rsns.htm
Considine, G. and Watson, I.
(2005): ‘Who’s Missing Out? Access and Equity in Vocational
Educational and
Training’ A National Vocational Education and Training research and Evaluation
Program report
Darlington, C. (2003) ‘The challenges of effective inclusion’, Times
Educational Supplement, 19
September
Holton, D., & Clarke, D. (2006): ‘Scaffolding and Metacognition’ International
Journal of
Mathematical Education in Science and Technology, 37(2), 127–143
Knight, B.A., Graham, L., and Hughes, D. (2004): ‘Facilitating positive
Social Interactions for
Children with Learning Disabilities, Knight, B.A. and
Scott, W., Learning Difficulties:
Multiple Perspectives Frenchs Forest: Pearson-SprintPrint. pp. 171-185
McKenzie, J. (1999): ‘Scaffolding for Success’ From Now
On: The Educational Journal,
Vol. 9
No. 4. Retrieved May 15, 2012, from http://www.fno.org/dec99/scaffold.html
Preece, J. (2001): ‘Challenging the
Discourse of Inclusion and Exclusion with Off Limits
Curricula’ Studies in the
Education of Adults Vol. 33, No.2, October
Rieser, R. (2001) ‘The Struggle For Inclusion: The Growth Of A
Movement’ in
BARTON, L. (ed.) Disability, Politics and Struggle for
Change, London, David
Fulton
Shaddock, A., Giorcelli, L. and Smith, S. (2007): ‘Students with
Disabilities in Mainstream
Classrooms: A
Resource for Teachers’ Australian Government Department of Education,
Employment and Workplace Relations (DEEWR)
The City University of New York and National Center on Educational
Restructuring and
Inclusion (1995): ‘National
Study of Inclusive Education’ New York: Author
3142VTA Inclusive Teaching Assignment 2
(n.d): ‘Creating an Inclusive, Student-Centered
Learning Environment’
3142EBL -Assignment 2 (n.d): ‘Creating an
Inclusive, Student Centered Learning Environment’
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