However, care should be taken in splitting the class because stereotyping or labeling might take place. Parallel teaching can be used in handling classes that incorporates ESL instructional strategies in the mainstream classroom. Using parallel teaching in classes with students with limited language proficiency LEP allows the entire class to learn the same lesson at the same time, while addressing the needs of those who are not very proficient in the English language yet.
One teacher will handle the LEP students taking care to present the lesson in a way that keeps pace with the other group. The expected learning outcome is that both LEP and mainstream students learn the lesson at the same time, without having to shortchange any of the two groups. This model requires that both teachers be equally competent in teaching the lesson so that one group is not disadvantaged over the other.
The two teachers must plan the lesson carefully, making sure that the pacing and content are the same in both groups. This model also requires a bigger classroom because the two groups should have enough space between them to prevent distraction.
Alternative teaching takes place when the main teacher handles the majority of the students while the support teacher takes a small group or an individual student for some personal coaching.
The layout of this classroom varies, depending on how the divisions are made. Alternative teaching is very useful for mastery teaching, especially when individual student mastery levels vary greatly. For example in a math lesson, one group is given exercises to reinforce the lesson, while the other group receives additional instruction.
In this situation, the expected learning outcome is that those who are slow in math will be given the opportunity to catch up and acquire mastery together with the entire class Cook, There will not be any lessons missed because the bigger group of students might be completing their own individual assignment.
This allows for the exceptional learners like those with learning disabilities to catch up on what they have missed or to re-learn what they did not understand earlier. This way, the personal needs of all the students can be met. On the other hand, it is necessary that the teachers are in good control of the class as the noise levels can be high since there are two different groups within the same room.
Similar to parallel teaching, the classroom must also be big enough to accommodate two different groups of students. The teacher should educate the other students on the proper way to behave towards them. In this model, two teachers work together as a team. They will prepare the lessons together and both, as a tandem, teach the material. The teachers will also give the instructions together, and then engage the students in small group discussions. The arrangement of the students can be in the form of a whole class layout or in the form of a few small groups, depending on the teaching strategies to be employed.
The two teachers can easily move around to maintain discipline and they will be viewed by the students as equal. A specific example would be when teaching Science — one teacher explains the experiment while the other one demonstrates how to use the materials Cook, For team teaching, the expected learning outcome is reinforced because two teachers teach the material at the same time, making the lesson more interactive and alive.
The drawback of such a model in the inclusive classroom is that the exceptional students may be left out or will not get the chance to express their opinions as the other students get excited in their class discussions. This model explicitly requires that the teachers work as a unit, without one trying to upstage the other.
Clearly, co-teaching in inclusive classroom is beneficial not just to the exceptional learner, but to all the students as well. There is more opportunity for individualized attention for the students, especially for those with special needs. The innovative approaches and activities are more engaging to the students, thus fostering an environment of active learning.
Moreover, having two teachers in the classroom the student-to-teacher ratio, allowing for more individual attention to be given to each student. Each student has his or her own learning needs and learning style.
These are much more easily met when a team of co-teachers is working with a group of students. Co-teachers also learn from each other. These teachers can then apply different strategies into all their classes. However, for co-teaching models to be successful, teachers must be open to the idea of sharing a classroom with another teacher. The idea of ownership of classroom must slowly give way to a partnership. It is important that teachers must be willing to adapt new models and make the necessary sacrifices if such are to the benefit of their students.
Of course, drawbacks will always exist, even in the traditional teaching models. However, the benefits of the various co-teaching models far outweigh their disadvantages.
Not only does co-teaching address the unique needs of the inclusive classroom, but it provides a more enriching learning experience for the other students as well. New Mexico Public Education Department. Quarterly Special Education Meeting. An Introduction to Special Education. Partners for Student Achievement: A Co-teaching Resource Handbook. Updated January 9, A Focus on Co-teaching.
This essay will consider the policy of Inclusion, from a national and localised perspective, providing an appropriate understanding of policy and legislation, giving clear guidance of its evolution and relevance to practice. On researching policy and legislation through the decades there will be analysis of the way political and philosophical principles underpin contemporary social policy in our society, drawing on theory and practice to illustrate The Disability Discrimination Act made it unlawful to discriminate against those with disabilities in terms of employment and provisions of goods, services and facilities.
It is obvious that the most successful area that this act has worked in has been employment as the percentage of disabled people in work rose to Describe in your own words what each term means. Diversity- Valuing the differences between people and avoiding the tendancy to sterotype. Equality- Promotion of individual rights giving choice and opportunity, respect and fairness.
Inclusion- Individuals are put at the centre of the planning and support. Discrimination- Individuals being treated less favourably than others, lack of opporunity, prejudice, harassment, sterotyping, labelling Know the difference between the Medical and Social models of disability. The Medical Model sees disabled people as the problem. They need to be adapted to fit into the world as it is.
This approach is based on a belief that the difficulties associated with the disability should be borne wholly by the disabled person, and that the There could be physical effects causing poor appetite, sleeplessness, lack of personal hygiene showing a general deterioration of physical health.
There could also be social effects, lack of friends becoming withdrawn and not have the ability to build relationships, lack of achievement and poor job prospects and a loss of motivation. Explain how inclusive practice promotes equality and supports diversity. There are various pieces of legislation which have been put in place to promote equality and reduce discrimination.
Explain how legislation and codes of practice relating equality, diversity and discrimination apply to own work role 2. A diversity approach aims to recognize, value and manage difference to enable all employees to contribute and realize their full potential.
Diversity challenges us to recognize and value all sorts of differences in order to make our environment a better place for everyone to work Equality is about making sure people are treated fairly and given fair chances. Equality is not about treating everyone in the same way, but it recognizes that their needs are met in different ways. Equality focuses on those areas covered by the law, namely the key areas of race, gender, disability, religion or belief, sexual orientation, transgender and age.
This could affect the progress of an individual, discrimination can negatively impact their overall health and Well-being. The Equality Act brings together all previous acts relating to equality and discrimination.
The Act applies to all organizations that provide a service to the public. The Act protects all individuals and groups from discrimination and must be aware of these laws and have in place a policy to ensure positive attitudes to diversity and difference.
Within my work setting we have an Equality and Diversity policy and these policies must be followed by staff and integrated in to our working environment. Describe how to challenge discrimination in a way that promotes change. This could be done by challenging this behavior, in a calm and professional manner. Encourage talking about discrimination, a lot of discriminatory actions are caused through ignorance or the person may have been discriminated against themselves.
I would explain it was unacceptable behavior, and a disciplinary matter as stated in the policies and procedures. I would report the incident and document the incident. Example of how to promote change, taken from Mental Health Practice magazine: Mind has used the Freedom of Information Act requests to reveal that people from black and minority ethnic communities continue to face barriers to mental health care.
It has produced a briefing, aimed at commissioners, to explain what they should do when planning crisis services. It recommends that commissioners should:. Consult Black and Minority Ethnic groups about services. Take cultural differences into account Commission a range of options to meet diverse needs.
Provide information to empower people from Black and Minority Ethnic groups. Diversity — Diversity literally means difference. Diversity recongises that although people have things in common with each other, thay are also different and unique in many ways. Diversity is about recognising and valuing those differences. Diversity therefore consists of visual and non-visual factors, which include personal characteristics such as background, culture, personality and work-style in addition to the characteristics that are protected under legislation in In this piece of coursework we look at the a topic called discrimination, from this we had to make a tableaux and still images how discrimination used to be in the year of We had to listen to a song by prince and had to take bits and parts of it to make still images that tell a lot.
The first stimulus Planet What are the anti discrimination laws concerning the workplace that apply to this case? Under the provisions of the Act, parties could Sorry, but copying text is forbidden on this website.
Essay: Inclusive education and inclusion When considering provision for children with special educational needs and disability (SEND) in England, the Warnock committee’s report (DES ) was a significant landmark towards ‘inclusive’ education.
Inclusion is the practice of integrating children with disabilities into general education classrooms. Also to be placed in the classroom are students with behavioral problems/5(6).
- Inclusion in the Classroom Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. Inclusion in Education essays Inclusion, the process of allowing all children the opportunity to fully participate in regular education classroom activities regardless of disability, race, or other characteristics is often fought in public schools.
Critics of inclusion have asserted that special education funds have not be appropriated to general education in a sufficient amount to make inclusion viable in all cases. In other words, in order for inclusion to work, funds need to be available to make inclusion effective and viable in the general education setting. Essay on Inclusion of Special Needs Children in Regular Classrooms children in the class when needed. This type of classroom is an inclusion classroom, meaning normally developing students are placed in the same class as special needs children so they can all learn from each other.