This paper presents inclusive education. The topic would be to determine best teaching practices in a regular-size Kindergarten music class with one or two children diagnosed for autism joining the class on a regular basis and as an integral part. …
As the paper highlights the teacher must establish a working relationship with parents, in order to better and more holistically approach the lesson in a manner most effective for the learner. For the kindergarten music class, the teacher could inform parents of the songs they had learned so that the parents could practice them at home with their children.
According to the report findings the general education teacher in an inclusive environment will need to collaborate with the various professionals who perfrom specialized functions in the special education field. Most important among these is the special education teacher, who shall be responsible for coordinating student services and an Individualized Education Program or IEP, which shall be designed for each special-needs child. Frequent collaboration between the general education and SPED teachers should immediately address SPED learners’ needs by adjusting lesson content and strategy. Other professionals involved in the collaboration process conducted by the general education teacher are the school psychologist, counselors, social workers, speech and language as well as physical and occupational therapists, nurses, paraprofessionals, and school administrators. Speech and language therapists could help maximize the music therapy aspect of this music class for autistic learners. In classroom preparation, the first consideration should always be the choice of furniture and their best arrangement to accommodate the unique needs of its occupants. ...
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At Canterbury Christ Church University (CCCU), the Academic Board and personnel are committed to achieve its mission “to pursue excellence in academic and professional higher education thereby enriching both individuals and society” (CCCU: Mission, 2009, par.
Inclusion imparts the need for the teacher to provide all learners with fair and equal access to the education, resources, and all opportunities of training, learning, and development of skills. Differentiation strategies, on the other hand, are the strategies that are employed by a trainer in a session to ensure that all levels of ability are allowed to participate in the same session.
These physical and mental disabilities or handicaps includes "autism, deaf-blindness, deafness, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, serious emotional disturbance, special learning disability, speech or language impairment, traumatic brain injury, and visual impairment" ("Inclusion", 2006).
Along with the use of different teaching methods is the need to construct different evaluation methods. These evaluation methods are also many and the use of one for all teaching experiences is not effective. Each learning experience may need a different rubric.
In short, students can be a very diverse group. How, then, does an instructor harmonize these diverse students in such a way as to be an effective instructor Slavin offers three suggestions, based upon extensive research, to help instructors improve the self-esteem of students, to create a sense of security in the classroom, and to promote student achievement (1997).
In particular, I ensure that I derive a teaching schedule that can have students enjoying the lesson. It is clear that students may become bored when subjected to continuous learning without taking a break or
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