Detailed+Solution

= 1. Problem Summary =

Growing numbers of students with a variety of learning needs are being included in mainstream education. For long time the assumption has been that the children we find in the classroom can be taught using the same approach or methods. However, experience has shown that each child comes from different background and some may have special nee ds. Special needs children are those who cannot benefit maximally from the regular classroom teaching/learning experiences on account of physical, mental, emotional and other disabilities. Therefore, special needs children need to be given special attention in the classroom (Fuandai, 2010). Teachers struggle everyday with main streamed students inside their classrooms. Without sufficient training, teachers deny SEN students the access to a challenging curriculum because they believe that students with special needs have difficulties in understanding abstract concepts. This usually leads to a watered-down curriculum, with the content significantly reduced in both depth and quantity (Tam, n.d.). For this reason, this research is set to examine the best strategies that can cater for special Educational Needs (SEN) children in an inclusive classroom

= 2. Proposed Solutions = It is important to support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities. Each child’s culture, language, ethnicity and family structure are to be recognized and valued in the program (Copple, 2006; as cited in Reid, 2010). Teachers have an ethical responsibility to support the children and make sure that nothing is harming them (Reid 2010).

Within a school day, or even within a single activity, teachers might have to modify the general education program to accommodate students with Special needs. The number of supports teachers will need to provide for students will fluctuate greatly (Giangreco, 2007).

Among the changes that teachers need to implement are major modifications to activities, curriculum as well as the teaching/learning approaches used inside the classroom.

=//2.1 Adopting a Constructivist Approach //= The ability of the teacher to promote social competence in an inclusive setting is of utmost importance for learning; children need the ability to successfully select and carry out their own interpersonal goals. They will need to focus on the areas of independence assertiveness, social sensitivity, friendship building and social problem solving (Giangreco, 2007). These beliefs are in the core of the Constructivist Theory. According to Constructivism, “Children are inherently active, self -regulating learners. Deep meaningful understanding occurs when children participate fully in their own learning… Active learning and full participation lead to deeper, richer understanding and use of knowledge” (Harris and Alexander, 1998). To be able to achieve this, modification and integration of the curriculum are essential. Harris and Alexander (1998) discuss three types of curriculum integration: Intradisciplinary, Interdisciplinary and Cross- Disciplinary Integration. Intradisciplinary Integration refers to the integration of closely related subject matter domains while interdisciplinary refers to the integration of subject areas including the situation of a subject matter within another. What's more, Cross- Disciplinary recommends that a balance must be achieved between the conceptual learning, understanding and problem solving on one hand and the competencies for literacy with skills and development of basic concepts and strategic expertise on the other hand. The same idea is expressed that is proposed by Giangreco (2007) through the idea of Curriculum Overlapping where students pursue learning outcomes that belong to different domain from the same activity.

= = =//2.2 Differentiating Instructions and Problem-Based Learning //= Another proposal by Giangreco (2007) is the Multileveled Curriculum where students are responsible for more of fewer learning outcomes than regular Students. This method is also known as Differentiating Instructions. “One intent of differentiated instruction is for all students to learn the same core content and concepts but with varying levels of complexity” (Ernest, Heckaman, Thompson, Hull and Carter, 2011, p. 196). To be able to differentiate instructions, teachers need to focus on how students communicate with the subject in order to identify a meaningful object of learning. They should also recognize the ways students’ understand the object of learning and from that starting point they should identify the critical features students must grasp in order to fully understand the object of

Learning (Tam, n.d). Tomlinson (2000; as cited in Ernest et. al, 2011) explains that differentiated instruction can be achieved when teachers are providing ongoing assessment of instruction/learning, learning activities that are interesting and relevant for each student, and individual/group work that allows each student to experience many different roles and settings. Teachers select strategies from the four areas of content, process, product, and learning environments. In this manner, Kincaid and Jackson (2006) suggest that the use of Problem Based Learning Problem to improve students’ disposition. The essence of Problem Based Learning (PBL) is taking a real problem and finding a solution in which SEN students practice a combination of freedom from a traditional classroom, working in groups, and being in charge of their learning (Kincaid and Jackson, 2006).

References

Alston, E.(2007). Meeting the needs of SEN students. Retrieved from [] Ernest, J. M., Thompson, S. E., Heckaman, K. A., Hull, K., & Carter, S.W. (2011). Increasing the teaching efficacy of a beginning special education teacher using differentiated instruction: A case study. International Journal of Special Education, 26(1), 191-201. Giangreco, M. (February 1, 2007) Extending Inclusive Opportunities. Educational Leadership [serial online]. 64(5):34-37. Available from: ERIC, Ipswich, MA. Fuandia, C. (2010). Catering for children with Special needs in the Regular Classroom. Challenges and the way forward. //Edo Journal of Counselling// ;1(3),144-151. Harris, K. R., & Alexander, P. A. (1998). Integrated, constructivist education: Challenge and reality. Educational Psychology Review, 10(2), 115-127. doi:10.1023/A:1022169018926 Kincaid, S.S. and Jackson S.E. (January, 2006). Empowering students with special needs to help others: How Problem Based Learning made it possible. Teaching Exceptional Children Plus, 2(3). New South Wales Department of Education and Training (n.d). When one size doesn’t fit all! Retrieved from [|www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/reading/pr_007.htm] Reid, C.M. (2010). The inclusive classroom: How inclusive is inclusion? Retrieved via Academic Search Complete Tam, P. (n.d). Learning study: Catering for students with special needs in inclusive classrooms [PDF]. Retrieved from conference.nie.edu.sg/paper/new converted/ab00411.pdf Home Solution Outline Literature Review