TEACHING AND LEARNING IN THE INCLUSIVE

CLASSROOM

DR.T. SANTHANAM
DIRECTOR,
SDS ACADEMY OF BEHAVIOURAL SCIENCES
INTRODUCTION TO MAINSTREAM CURRICULUM

 A curriculum includes the academic subjects and the sum total of experiences hat a pupil receives through a
variety of activities in the
 School
 Classroom
 Library
 Laboratory
 Playgrounds
 Defined by Prof. William Davis – systematic organization of instructional content and related activities designed to
provide students with a sequence of meaningful learning experiences
POINTS TO REMEMBER

 Curriculum is always pre-planned

 Curriculum is meant for education in a particular society and children of a particular age group
 Goals of a curriculum are reflected in the set of educational objectives that are mentioned in it
 Curriculum facilitates planning of instruction by a teacher
7 TYPES OF CURRICULUM

 Recommended Curriculum
 Written Curriculum
 Taught Curriculum
 Supported Curriculum
 Assessed Curriculum
 Learned Curriculum
 Hidden Curriculum
ACCOMMODATION, ADAPTIONS AND MODIFICATION

 Accommodations: Adaptations that do not fundamentally alter all the work standards or lower expectations in either
instructional or assessment phases of a course of study and can be designated as accommodations
 Modifications: Adaptations that alter or lower standards or lower expectations and can be termed as modifications.
These modifications, although providing access will necessitate careful selection of assessment components to achieve
accountability of performance.
 Adaptations include:
 Audio tapes, electronic texts or a peer helper to assist
 Access to a computer for written assignments
 Alternatives to written assignments
 Extended time to complete assignments
 Use of advance organizers or graphic organizer
 Working on provincial learning outcomes from a lower grade level
CURRICULUM ADAPTIONS

 Ongoing process that changes the regular prescribed curriculum by modifying or adapting it in terms of the
content or delivery of instruction to meet the learning requirements of students with learning difficulties
including children with disabilities.
 For any adaptation to be effective it must FLOW:
 Fit into the classroom environment
 Lend themselves in meeting individual student needs
 Optimize understanding for each student
 Work well with activities planned for the lesson
NINE TYPES OF ADAPTATIONS
DIFFERENTIATED LEARNING

 Method of designing and delivering instruction to best reach each student.

 Giving studens multiple options for taking in information

Key Principles:
1. Ongoing formative assessment
2. Recognition of diverse learners
3. Group work
4. Problem Solving
5. Choice
FOUR WAYS TO GIVE DIFFERENTIAL INSTRUCTIONS

 Differentiating the content

 Match vocabulary words to definition
 Differentiating the process
 Allow auditory learners to listen to audio books
 Differentiating the product
 Read and write learners write a book report
 Differentiating the learning environment
 Group the students to discuss the assignment
 DIFFERENTIATION IN CLASSROOM

Continually
Design lesson Assess students Create assessment
Grouping of
based on learning using supportive adjust content to
students
learning style assessments environment meet needs of
students
PEER TUTORING

 Flexible, peer-mediate strategy that involves students serving as academic tutors and tutees
 Models of Peer Tutoring:
 Classwide peer tutoring
 Cross age peer tutoring
 Peer assisted learning
 Reciprocal peer tutoring
 Same age peer tutoring
 PROCESS OF PEER TUTORING

Teach students
Define and Explain the
Train students the process of
Establish rules develop model of peer
for feedback monitoring the
procedures tutoring
progress
COLLABORATIVE/CO-OPERATIVE LEARNING

 Educational approach which aims to organize classroom activities into academic and social learning experiences
 Described as structuring positive interdependence
BENEFITS
COOPERATIVE LEARNING STRATEGIES

 Think-Pair-Share
 Three-Step Interview
 Round Table
 Group Investigations
 STAD – Student Teams Achievement Divisions
 Jigsaw
 Round Robin Brainstorming
 Three-minute Interview
ACTIVITY BASED LEARNING AND ACTIVITY LEARNING METHODS

 More useful in primary classes

Why do we need?
1. Enhances creative aspect
2. Gives reality for learning
3. Uses all available resources
4. Provides varied experiences to the students to facilitate the acquisition of knowledge, experience, skills and values
5. Builds the student’s self-confidence and develops understanding through work in his/her group
6. Gets experiences, develop interest, enriches vocabulary and provides stimulus for reading
7. All subjects can be taught through activity
8. Develops happy relationship between students and teachers
9. Social relation improves
KINDS OF ACTIVITIES

 Exploratory
 Gathering knowledge, concept and skill
 Constructive
 Getting experience through creative works
 Expressional
 Presentations
ROLE OF TEACHER

 Acts as a planner, an organizer and an evaluator

 A facilitator
 Decision maker
 Knowledge imparter
 Disciplinarian
MULTI-LEVEL TEACHING

 5 broad steps
1. Review the learner objective you will teach
2. Create a lesson that is designed to teach this learner objective on the grade level intended and is activity based
3. Review it to be certain that it meets the two criteria – on-grade level and activity based
4. Review learners characteristics
5. Complete the sequence of questions that will help in assisting making decisions regarding the level of adaptation
each student will require in order to successfully participate In this lesson
EXAMPLES
THANK YOU