EFFECTIVE

INSTRUCTIONAL
S T R AT E G Y I N
I N C L U S I V E E D U C AT I O N
The first movement Has been used to
devoted to placement describe the
of students with education of
disabilities within the students with
general education disabilities (SWD)
classroom. in general
education settings.
 INCLUSIVE
EDUCATION
Students with disabilities are supported
members of chronologically age-appropriate
general education classes receiving the
specialized instruction delineated by their
Individualized Educational Programs (IEP’s)
within the context of the core curriculum
and general class activities.
(Halvorsen and Neary)
Have a well managed classroom.
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 business-like and work-
oriented.
Show enthusiasm.
Use strategies to keep students on task,
motivated and productive.
Present new material in a 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.
Use a 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.
DIFFERENT
T YPES OF
LEARNING
 Different Types of Learning
 Discrimination Learning
- Present example and non-example.

 Factual
- Repetition, rehearsal, practice using drill procedures,
chunking pieces of information together, elaborating on
information to enhance meaningfulness, using mnemonic
strategies.
 Different Types of Learning
 Rule
- Practice using the rules, repetitions, making up meaning
“sayings” using the rules, drill and practice with the rules
and modelling application of the rules.
 Procedure
- Model use of procedures, cue cards, with steps of
procedures written out written out as a reminders, drill and
practice, practice with applications using the procedure,
mnemonics involving acronyms etc.
 Different Types of Learning
 Concept
- Use procedure for teaching rules and discrimination,
example and non-example, model, prompt, use “if-then”
scenarios to demonstrate instances and non instances of
concepts.
 Problem-solving
- Use modelling, coaching, prompting, demonstrate example
of successful problem solving, show how to activate prior
knowledge and use that to solve problems.
 LEVELS
OF
LEARNING
 Levels of Learning Instructional Strategies

1. Acquisition Slower pace of instruction, model,

demonstration, lots of reinforcement for
accurate responding, show examples and
non-examples, direct questions.

2. Fluency Faster pace of instruction; reinforce more

rapid, accurate responding; graphing
performance and goal setting.

3. Application Several instances and application problems,

model procedures and directions, provide
demonstrations, make examples concrete
and meaningful.

4. Generalization Ensure students have mastered relevant

skills, train and retain in “real-world” settings
and situations.
GENERAL GUIDELINES IN CONSIDERING INSTRUCTIONAL
STRATEGIES FOR INCLUSIVE EDUCATION

1. Employ frequent practice to ensure that skill 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 skill to
instruct systematically.
THANK YOU.