FEDERAL URDU UNIVERSITY OF ARTS SCIENCE & TECHNOLOGY

GULSHAN-E-IQBAL CAMPUS

TEACHERS’ EDUCATION DEPARTMENT

SUBJECT: INCLUSIVE EDUCATION

Course Code: 532

Class: B.Ed (2.5) Semester III

ASSIGNMENT TOPIC: TEACHING METHODOLOGIES

Submission Date: MAY 15 2020

SUBJECT SUPERVISOR: MAAM KIRAN EHSAN

STUDENT NAME:_SOPHIYA MAHMOOD

Contents
TEACHING METHODOLOGIES..........................................................................................................2
ENCOURAGE EACH STUDENT TO COMPLIMENT EACH OTHER...............................................6
DEVELOP CONCRETE AS WELL AS ABSTRACT THINKING.......................................................6
LEARNING CENTERS ENABLE GROUPS.........................................................................................6
DEVELOPING GOALS BEFORE TEACHING.....................................................................................6
CO-TEACHING METHOD....................................................................................................................7
Universal Design for Learning................................................................................................................8
Parent involvement................................................................................................................................11
Gather and Use Feedback to Refine and Improve your Strategies.........................................................12
Conclusion.............................................................................................................................................12
 TEACHING METHODOLOGIES

Inclusive education practices require people to work together to invent opportunities and
solutions that maximize the learning experiences of all children. An inclusive school, therefore,
is “a place where everyone belongs, is accepted, supports, and is supported by his or her peers
and other members of the school community in the course of having his or her educational needs
met” (Stainback & Stainback, 1990). It is designed to benefit everyone—students with varying
characteristics (including those with disabilities) as well as teachers and other school personnel.1
Every learner is unique and has own learning style that is affected by his/her personality factors.
Learning style or individual preferences in child’s learning result from his/her dominant
intelligence: visual learners prefer using pictures and reading; auditory learners like listening to
explanations and reading aloud; kinesthetic learners need physical activity to help them learn;
interpersonal learners are sociable and eager to use language for communication; intrapersonal
learners are quiet and reflective and learn by listening and observing. Teacher’s task is to provide
a variety in the activities as carefully structured input and practice opportunities, catering for
different learning styles.
However, when teaching a child with SEN, knowing his/her learning style is not enough to
secure his/her successful learning in classroom. Teacher should also consider child’s abilities and
his learning difficulties, like short concentration span and slower learning pace that may easily
demotivate the child in learning a foreign language. Teacher can help the child by letting him/her
practice a particular language structure by repeating it as many times as needed (in well-
structured exercise), being very patient and not interrupting the child, but encouraging him/her,
praising his/her effort and building the child’s confidence. Instead of correcting the child, teacher
should ‘model’ the correct form, or allow the child to ‘shadow’ the recorded text.2
Davis and Florian (2004) argue that a range of methods is most effective for both learners who
are identified with SEN and those who are not, that if schools and teaching methods can become
more adaptive, there would be less of a need to identify SEN. As teachers try to apply inclusive
educational methods to expand the attainment of children with special educational needs, they
come up against some challenges and dilemmas in the educational atmosphere. General
education programmes and school’s setting policy may be a barrier for teachers who want to
apply a different sort of pedagogic technique for their teaching. [ CITATION Nor08 \l 1055 ]3

1
Michael F. Giangreco, Chigee J. Cloninger, Problem-Solving Methods to Facilitate Inclusive
Education, Baltimore: Paul H. Brookes Publishing Co. 1994.
2
Ranjeeta, Teaching strategies for learners with special educational needs, Volume 3; Issue 1;
January 2018
3
Emir Omer Emre, Special Teaching Approach for Inclusive Education and Inclusive
Classrooms.
Inclusive education is a growing concept, which is continually expanding to achieve the target of
Education for all. Some focuses on inclusion as it relates to different disabilities and difficulties
in learning. Effective teachers tend to have well managed classrooms, provide students with the
maximum opportunity to learn, maintain an academic focus, have high expectations of what
students can achieve, adopt a style that is work-oriented, show enthusiasm, use strategies to keep
students on task, motivated, and productive, impose structure on the content to be covered,
present new material in a step-by-step manner,employ direct and explicit instructional
procedures, use clear instructions and explanations, demonstrate appropriate task-approach
strategies, monitor closely what students are doing, adjust instruction to individual needs; re-
teach when necessary; provide Frequent feedback to students, use a variety of resources, spent a
significant amount of time in interactive, whole-class teaching.4

4
Preeti Singh, Teaching Strategies for Inclusive Classroom, Jaipur National University, Jaipur,
Volume 3 Issue 2 June 2012
Abundant guided practice, Students are reinforced through descriptive praise and
encouragement, High levels of student participation and engagement, Fast pacing of lessons,
Positive student-tostudent interactions and peer assistance, Frequent student-teacher interactions,
Carefully controlling and sequencing the curriculum content to be Studied, Providing abundant
opportunities for practice and application, Ensuring high levels of participation on the part of all
students, Using interactive group teaching, Modeling by the teacher of effective ways of
completing school tasks, Teaching children how to best attempt new learning tasks.
Students in an inclusive classroom are generally placed with their chronological age-mates,
regardless of whether the students are working above or below the typical academic level for
their age. Also, to encourage a sense of belonging, emphasis is placed on the value of
friendships.
Teachers often nurture a relationship between a student with special needs and a same-age
student without a special educational need.
Teachers use a number of techniques to help build classroom communities:
 Using games designed to build community
 Involving students in solving problems
 Sharing songs and books that teach community
 Openly dealing with individual differences by discussion
 Assigning classroom jobs that build community
 Teaching students to look for ways to help each other5

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Preeti Singh, Teaching Strategies for Inclusive Classroom, Jaipur National University, Jaipur,
Volume 3 Issue 2 June 2012
  Utilizing physical therapy equipment such as standing frames, so students who typically
use wheelchairs can stand when the other students are standing and more actively
participate in activities
 Encouraging students to take the role of teacher and deliver instruction (e.g. read a
portion of a book to a student with severe disabilities)
 Focusing on the strength of a student with special needs
If you are teaching in an inclusive classroom, the challenges can seem overwhelming. These
teaching strategies for inclusive classroom settings can help you create an environment in which
all
of your students can thrive.
ENCOURAGE EACH STUDENT TO COMPLIMENT EACH OTHER
One of the most important teaching strategies in inclusive classroom settings is that you can
involve each student share an "island of competency" with the rest of the class. For example, if a
student struggles academically but enjoys music, the student should be encouraged to make up or
sing "review songs" to help the rest of the class study. A student with multiple disabilities who
enjoys finger painting can create the background for a poster that the class will use at a party or
fund raiser. Encourage students to compliment each other on their skills and talents. In an
inclusive classroom setting, all students should know that they can learn from each other.

DEVELOP CONCRETE AS WELL AS ABSTRACT THINKING

If you teach topics, you may cover plenty of material; if you teach questions, you can teach
students how to think. Using "big questions," such as "What makes poetry, poetry?" or "How did
the Civil War change the way we live today?" can help keep the class interesting for students at
all levels of understanding. Students who understand the material on a more basic level can give
a simpler answer to the big question, whereas students who understand the material on a deeper
level can give a more complex answer. Concrete thinkers and abstract thinkers can both answer
the big question and join in the discussion, even though they have comprehended the question in
different ways.

LEARNING CENTERS ENABLE GROUPS

Many teachers, when presented with an inclusion setting, find it difficult to meet all of the
students' needs at once. Using learning centers helps to solve this problem. Learning centers
enable groups of students to work on different tasks at the same time, leaving teachers to work
with individuals or smaller groups of students as needed. At times when no students need
additional instruction, the general education and the special educator can circulate the classroom,
helping out the students at various centers and offering enrichment as necessary.

DEVELOPING GOALS BEFORE TEACHING

Students who enter an inclusive classroom require close attention in an inclusion setting as
opposed to mainstream setting. Teachers must be sure to meet the goals and to help the student
achieve much more than what the other students require in the classroom. Rather than pulling a
child out of the classroom, try incorporating those goals into the lesson. For example, if a student
is working on communicating more maturely with peers, the teacher can have that student work
in a small group on a specific project. A student who is learning how to identify colors can work
with a special educator on choosing colors for a group map or another art project.6

6
Preeti Singh, Teaching Strategies for Inclusive Classroom, Jaipur National University, Jaipur,
Volume 3 Issue 2 June 2012
CO-TEACHING METHOD

The co-teaching method provides all students with a wider range of instructional strategies and
allows for more participation of students with special education needs than in classrooms taught
by just one teacher (Friend & Cook, 2010). Co-teaching can be implemented in a number
of ways. The key is to understand which of the following best meets the needs of the content
being taught and the needs of the students. Teacher resources and time are also key factors in
determining which style to use. Based on the six approaches listed below, teachers address the
individualized goals and objectives of students with disabilities while also meeting the learning
needs of the other students in the class.

1. Station teaching
A ‘station’ is an activity set up by teachers for students to complete in one part of a class-room.
Various stations are set up, and students move through them with one teacher support-ing each
station. For example, one station may have an activity related to reading and another may have
an activity where students write. All of these relate to the lesson, which may be in any subject
area. Each station has a differen task that relates to the overall objectives of the lesson, and
teachers and assistants each pro-vide support at a differen station.

2. Parallel teaching
In this approach, teachers co-plan instruc-tion, but the class is divided into two groups, and
each teacher works with one group. This approach reduces student-teacher ratio and works best
when conducting test reviews and projects that need more intense teacher sup-port. For
example, in preparation for a math test, one group may include students with learning
disabilities and the other a student with autism. This allows teachers to mix the groups, and the
needs of the students in each group can be diversified

3. Alternative teaching
This strategy allows for small groups to be taught based on skills that may need to be de-
veloped that are differen from the large group. One teacher may take a small group (students
with and without special educational needs may populate this group). Alternative teach-ing
allows for in-depth instruction within the inclusive classroom environment. It allows for all
students in the classroom to receive some small-group instruction. One consideration with this
approach is that often it becomes only the students with special needs who are pulled on a
consistent basis, thus creating a segregated setting within the general education classroom.
 4. Team teaching
In team teaching, both teachers deliver the same instruction at the same time, so they ultimately
co-instruct with one group of students. Instruction becomes more like a conversation. This
approach is considered by some to be the most complex but also the most satisfying.

5. One teach, one observe

One benefi to this approach to co-teaching is that both teachers at one point have the op-
portunity to observe the class and individual students. The main teacher plans the lesson, so it
requires little preplanning. One caution with this approach is that if one teacher remains in the
main primary teaching role most of the time (often the general education teacher), the result may
be that the other begins to be viewed as a teaching assistant, not a profes-sional with equal
teaching status.

6. One teach, one assist

In this strategy, one teacher maintains the role of classroom manager while the other takes
primary responsibility for teaching. For ex-ample, if math is being taught, one will teach and the
other will monitor students, observing where help might be needed. This allows a teacher to
provide individual support to students who may be students with disabilities or others who are
struggling with the lesson. This approach can also be problematic, because if planning time is not
available, this becomes the approach that is most often used whether or not it is the best for the
learning needs of the students (Friend & Cook, 2010).
These teaching strategies in inclusive classroom settings can be helpful for general educators and
special educators alike. If all members of the classroom work to include all students in classroom
activities, the inclusive classroom can be a safe haven for everyone involved.7

Universal Design for Learning

Universal Design is a way for teachers to support all students’ learning, even if those students
learn differently.The term Universal Design was firs used by the U.S. architect, Ron Mace, to
describe a philosophy of how to create buildings that are accessible to everyone, including those
with disabilities. He famously said “Universal design is the design of products and environments
to be usable by all people, to the greatest extent possible, without the need for adaptation or
specialized design.”1 Mace was a wheelchair user and became tired of asking for buildings to be
changed in order to allow for physical accessibility. He suggested instead of anticipating needs
for accessibility from the beginning would save time and money, and improve the experience for
7
Preeti Singh, Teaching Strategies for Inclusive Classroom, Jaipur National University, Jaipur,
Volume 3 Issue 2 June 2012
everyone Universal Design is intended to broadly support accessibility and can be useful for
persons with and without disabilities.8

Universal Design and Special Education Needs

One important contribution that UDL makes to inclusion is its focus on student diversity. For
example, in Armenia, steps are being taken to reframe understandings of disability by profes-
sionals. Strategies like examining human differences through students’ literature (Avagyan,
Baghdasaryan, & Sargsyan, 2016) and development of new norms in teacher development are
improving understanding and acceptance of human diversity. For example, the purpose of
assessments for students is shifting from a perspective and focus on the problems a student has
toa perspective that a student has resources and potential within the context of inclusive
classrooms. there is increasing recognition that all humans have difference in how
they process information, recognize patterns, engage with information and are motivated by
certain teaching techniques (see Vygotsky, 1962). A UDL approach, then, focuses on the fact
that there is a wide variety of students in any school, with a wide variety of needs. UDL moves
away from a narrative that labels students ‘normal’ and ‘abnormal’ learners or those who need
regular or special education.
8
Renáta Tichá , Brian H. Abery , Christopher Johnstone , Inclusive Education Strategies: A
Textbook, Regents of the University of Minnesota 2018
Framework for Universal Design for Learning

The principles of Universal Design for Learning are grounded in three types of learning:
recognition learning, strategic learning, and affectiv learning. Recognition learning refers to a
student’s ability to recognize and remember concepts. This is usually facilitated through teacher
activities or reading from text. Strategic learning refers to a student’s ability to respond to
particular content, concepts or skills. Strategic learning requires that students can both recognize
a concept and be able to respond to it. This type of learning is often demonstrated through
writing tasks or verbal comments in class. Affective learnin refers to a student’s motivation for
learning the concept. Without motivation, students will have a less robust learning experience.

Three Types of Learning

1. Recognition — Students recognize and remember the characters in a book.
2. Strategic — Students produce a book report analyzing the plot of a story.
3. Affective — Students discuss the book through a ‘book group’ that discusses both events and
personal feelings about the book’s characters.

Principles of Universal Design for Learning

UDL has three main principles that allow teach-ers themselves the opportunity to plan accord-
ing to the needs of their students. UDL prin-ciples align with a philosophy that embraces
difference in learners. Teachers can enhance learning for students with differen profile by
providing flexibilit in opportunities for recog-nition, strategic learning and affectiv learning.
Such flexibilit in teaching disrupts the tradi-tional method of teacher lecturing, students taking
notes and students eventually taking an exam on content. The lecture/notes/exam method may
create barriers to students who have trouble understanding the teacher’s voice, creates challenges
for students who struggle with writing or memorization, and creates barriers for students who
learn better in active environments or in small groups. Lectures, notes and exams may all be part
of a Universal Design approach, but they are only one meth-od of many that should be used in a
flexibl learning classroom. The three principles of UDL are presented below —
1. To support recognition learning, provide multiple, flexibl methods of presentation.
2. To support strategic learning, provide multi-ple, flexibl methods of expression.
3. To support affectiv learning, provide multi-ple, flexibl methods of engagement.9

Parent involvement
9
Renáta Tichá , Brian H. Abery , Christopher Johnstone , Inclusive Education Strategies: A
Textbook, Regents of the University of Minnesota 2018
Parents1 play important, if not critical, roles in educating and supporting learners with special
educational needs. They are first and foremost parents, with all the rights and responsibilities of
that role, but they are also sources of information, partners in designing and implementing
programmes for their children, and ‘consumers’ of the education you provide. This strategy
relates to the following components of the learning and teaching model: context, external task
demands and external responses.10
Why develop partnerships with parents?2
There are many good reasons why you as an educator should seek to develop
effective relationships with the parents of the children you teach, particularly
those with special educational needs. Several stand out:

• Parents are most probably the only people who are involved with their child’s education
throughout their entire school years. They are thus likely to have great interest in their child’s
learning overall and be the most affected by the outcomes of any schooling decisions.
• Parents know their child’s development and the factors that might be responsible for their
special educational needs. They can generally tell you what motivates their child and which
teaching and management strategies are most effective.
• They will help you to gain a greater understanding of some aspects of their child’s behaviour.
However, it is very important that you maintain a delicate balance between recognizing the
significant role played by parents in influencing a child’s behaviour and blaming them. There is
rarely a simple cause-and-effect explanation for a child’s behaviour and certainly it would be
counterproductive for you to take a critical stance.
On the same note, you should avoid falling into the trap of only involving parents when there is a
problem.
• Working with parents increases the likelihood of consistency in expectations of behaviour at
home and at school. It also increases the opportunities for reinforcing appropriate behaviours and
increasing the range of reinforcers that are available to do this.
• By being closely involved, parents will gain a greater understanding of their children’s
schooling and the school’s vision and goals.
• Regular contact with parents will heighten your own sense of accountability.
• Children will obtain positive messages about the importance of their education if they see their
parents and educators working together.11

Gather and Use Feedback to Refine and Improve your Strategies

•Ask a colleague or Teaching Center staff member to observe your teaching. Consider
suggestions about how to encourage increased participation and inclusion of diverse
contributions, and what factors might be perceived as barriers to participation and inclusion.
Identify adjustments you can make to minimize the latter.

10
David Mitchell, What Really Works in Special and Inclusive Education, First published 2008
by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
11
David Mitchell, What Really Works in Special and Inclusive Education, First published 2008
by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
•Provide opportunities for students to reflect on the course and to give you feedback on the
methods and strategies you are using. For example, ask students to complete brief, anonymous
course evaluations at midterm. Afterward, take time in class to explain how you are integrating
feedback as you make adjustments during the remainder of the semester.

•As you build your teaching expertise, practice a “growth mindset”–be open to the possibility of
learning from mistakes and welcome the opportunity to learn as much as you can from your
diverse students.12

Conclusion
The overall conclusion is that the more important agenda is about how to develop a pedagogy
that is inclusive of all learners. This considers how the strategies identified from the review as
having the potential to raise achievement might be usefully organized in a typology that could be
used to create a multi-method response to teaching pupils with special educational needs.i

12
Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. Delacorte
Press.
i

Emre Emir Omer, Special Teaching Approach for Inclusive Education and Inclusive Classrooms

F. Giangreco Michael, Chigee J. Cloninger, Problem-Solving Methods to Facilitate Inclusive

Education, Baltimore: Paul H. Brookes Publishing Co. 1994.

Mitchell David, What Really Works in Special and Inclusive Education, First published 2008
by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

M. R. Banaji & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. Delacorte Press.

Ranjeeta, Teaching strategies for learners with special educational needs, Volume 3; Issue 1; January
2018

Singh Preeti, Teaching Strategies for Inclusive Classroom, Jaipur National University, Jaipur, Volume
3 Issue 2 June 2012

Tichá Renáta , Abery Brian H. , Christopher Johnstone , Inclusive Education Strategies: A Textbook,
Regents of the University of Minnesota 2018

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