MODULE 8

SPECIAL TOPICS IN
EDUCATION
EFFECTIVE INSTRUCTIONAL STATEGIES IN
INCLUSIVE EDUCATION

Prepared by: Kristine Myka S. Junio, LPT

 OBJECTIVES:

• Identify strategies for maximizing academic engagement;

• Familiarize with issues related to inclusive education;
• Apply practice for effective instruction in inclusive settings;
• Appreciate efforts needed for inclusion.
 INTRODUCTION
Mainstreaming was the first movement devoted to placement
of students with disabilities within the general education
classroom. Educators used the term mainstreaming to refer to
the placement of students with disabilities – after part-time –
into general class settings. It suggests an attitude that
students with disabilities really belong to Special Education
and that they only visit the general classroom. It confers a sort
of “dual citizenry” on students. (Gee, 2002)
 More recently, the term inclusion has been used to
describe the education of students with disabilities (SWD) in
general education settings. It generally takes to mean that
SWDs are served primarily in the general education classroom,
under the responsibility of the general. When necessary and
justifiable, SWDs may also receive some other instruction in
another setting, such as resource room. Additional support
can also be provided within the general education classroom,
by paraprofessionals or special education teachers.
 WHAT THEN IS THE DEMAND OF
THIS SITUATION?
To be an effective inclusive classroom teacher, one must first
be an effective teacher. One must employ skills that enable
one to expect and receive the very best in learning and
achievement form the students.
Westwood (2003) is his research found the following
characteristics of effective teachers.
• Have a well managed classroom.
• Provide students with the maximum opportunity to learn.
• Maintain an academic focus.
• Have a high expectations of what students can achieve.
• Adopt a style that is business-like and work-oriented.
• Show enthusiasm.
• Use strategies to keep students on ask, motivated and
productive.
• 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 instructions to individuals needs, re-teach when
necessary.
• Use variety of resources.
• Spend a significant amount of time in interactive, whole class
teaching.
• Use assistive technology – video viewing.
• Do scaffolded instruction.
• Do collaborative teaching.
 AS PART OF PLANNING EFFECTIVE INSTRUCTION, THE
TEACHER NEEDS TO BECOME FAMILIAR WITH THE
DIFFERENT TYPES OF LEARNING.

• Discrimination learning involves determining how one

stimulus is either the same of different from another
stimulus. In learning the alphabet, numbers, colors, shapes,
mathematical concepts and plants, learning to distinguish
among stimuli may be difficult for students with disabilities.
Repeated practice that emphasizes comprehension of the
distinctions promotes learning.
• Factual learning is an aspect of school learning and
includes vocabulary words and their definitions, names of
people and places, dates and causes of historical events
and sight words. Because many students with disabilities
have difficulties with memory, learning factual information
can be problematic for them
• Rule learning includes social behavior rules, and
mathematics rules. Rules are pervasive in school as well as
in society in general. Many students with disabilities and
other special needs have difficulties learning these rules.
• Procedural learning involves the sequential execution of
multiple steps and is found frequently in school tasks. Some
examples are reading comprehension, Math algorithms,
organizational and study strategies. It requires that students
recognize, describe, demonstrate and apply the steps of the
procedure.
• Conceptual learning occurs when concepts can be applied to
a new instance. Concepts can range from simple to complex.
Students with disabilities experience difficulties learning
new concepts. This kind of learning can be enhanced by
examples, provision of non – instances and statement of and
application of rules.
• Problem solving and critical thinking types of learning refer
to determining solutions when no specific strategy for
solving the problem is known and involves using active
reasoning to acquire novel concepts, ideas or solutions
respectively.
 INSTRUCTIONAL STRATEGIES FOR
TYPES OF LEARNING
TYPES OF LEARNING INSTRUCTIONAL STRATEGIES
DISCRIMINATION Use models, prompts, and feedback,
instruction on the relevant dimensions,
mnemonics.
FACTUAL Repetition, rehearsal, practice using drill
procedures; chunking pieces of
information together, elaborating on
information to enhance meaningfulness.
TYPES OF LEARNING INSTRUCTIONAL STRATEGIES

RULE Practice using the rules, repetitions,

making up meaningful “sayings” using the
rules, drill and practice with the rules,
modelling applications of the rules.

PROCEDURE Model use of procedures, cue cards with

steps of procedures written out as
reminders, drill and practice, practice with
applications using the procedures,
mnemonics involving acronyms, feedback
on recall of steps and accurate use of
steps.
TYPES OF LEARNING INSTRUCTIONAL STRATEGIES
CONCEPT Use procedures for teaching rules and
discriminations, examples and non
examples, model, prompt, feedback, use
“if-then” scenarios to demonstrate instances
and non instances of concepts, use
coaching questioning procedures,
application activities, use elaboration to
enhance meaningfulness.
PROCEDURE Use modeling, coaching, prompting,
demonstrate examples of successful
problem solving, show how to activate prior
knowledge and use that to solve problems.
 INSTRUCTIONAL STRATEGIES FOR
SPECIFIC LEVELS OF LEARNING
LEVELS OF LEARNING INSTRUCTIONAL STRATEGIES
ACQUISITION Slower pace of instruction, model,
demonstrations, lots of reinforcement for
accurate responding, show examples
and non-examples, direct questions.
FLUENCY Faster face instruction; reinforce more
rapid, accurate responding; graphing
performance and goal – setting
LEVELS OF LEARNING INSTRUCTIONAL STRATEGIES
APPLICATION Several instances and application problems,
model procedures and directions, provide
demonstrations, make examples concrete
and meaningful, active coaching with
questioning to prompt correct responding.

GENERALIZATION Ensure students have mastered relevant

skills; train and retrain in “real word”
settings and situations; train loosely, using
multiple examples of stimuli; use peer
assistance; train self-monitoring
 GUIDELINES IN CONSIDERING INSTRUCTIONAL
STRATEGIES FOR INCLUSIVE SETTINGS.

1. Employ frequent practice to ensure that skills will be

reinforced throughout the day by all staff, students and
parents.
2. Provide non – stigmatizing instructional prompts and
consequences.
3. Select instructional strategies that are natural, yet still
effective.
4. Ensure that all staff members have the information and
skills to instruct systematically.
5. Establish regular opportunities to review their effectiveness.
 REFERENCES:
• SPECIAL TOPICS VOLUME 1 Joselina T. Baylongo, Ed.D
• Halvorsen, Ann and Near, Thomas 2009. Building inclusive schools: Tools
and strategies for success. New Jersey: Pearson Education Inc.
• Mastropieri, M and Scruggs, T. 2004. The inclusive classroom: Strategies for
effective instruction, 2nd edition. U.S.A. Pearson Education Inc.
THANK YOU!