The Revolution of Inclusion: Assessment task 1

The modern world contains individuals from all ranges of life, all with individual needs and

backgrounds. These needs range from the requirement of special support due to learning

difficulties, to students possessing differing cultural or racial norms outside the dominant

society. Educators meet these needs within classrooms every day through the use of

techniques and qualities that are developed and harnessed with practise. The development of

these techniques are addressed within the article The Inclusive Secondary Teacher: The

Leaders Perspective (Inclusive Teacher) by Glenda Campbell-Evans and co. This article

focuses on a study organised to highlight the requirements of educators who are inclusive and

supportive of all individuals within this diverse world through interviews with individuals

who head departments or schools that support diverse classrooms. The information within

this article emphasises the issue of inclusive education within all KLAs and teaching areas, as

education is required of all people regardless of any issues or separations an individual may

have from the majority of society. Furthering this perspective, an analysis of a lesson plan

activity will reveal how the incorporation of the articles recommendations is apparent,

however, additives which support individuals across all diverse background may be applied

in its use.

Inclusive Teacher focuses specifically on the workings of educators in a classroom rather

than the content of specific subjects or psychology in the educational practices for diverse

classrooms. The research surrounding this article supports a focus on teachers personal

knowledge and practices and establishes the traditional perceptions surrounding the role of

teachers and special education teachers. For special education teachers, the research describes

the developing methods of educating special needs students. Starting from separation of

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disabled students from the majority to the eventual integration of these students within

classrooms (Campbell-Evans, Gray, & Pearce, 2009). The article draws attention to works

such as Daniel Hallahan and James Kauffmans The Illusion of Full Inclusion which seeks to

demonstrate precise educational practices as the key to educating disabled students in

inclusive classrooms (Hallahan & Kauffman, 2005, p. 328). For the analysis of teaching

practices, however, this article draws particular reference to Lee Shulmans work on

knowledge bases in Knowledge and Teaching: Foundations of the New Reform. Shulmans

work emphasises the need for teachers to display strong personal values and depth of

knowledge when practising teaching methods. Shulman describes the need for educators to

learn and harnesses their KLA background knowledge and combine them with the

expectations and values of teachers, stating that pedagogical knowledge provides an

understanding of how particular topics, problems or issues are organised..to the diverse

interests and abilities of learners (Shulman, 1987, p. 8). The article draws particular

emphasis to the values and practises of the educator as the key to an inclusive classroom that

supports the diverse needs of all students.

Campbell-Evans and co. have undertaken this article through a case study utilising the

Qualitative method of research. The data this article focuses on is based upon fifty interviews

conducted on individuals described as leaders meaning that they are familiar with the

practises, theories, processes, thoughts, values and emotions of secondary teachers, students

with and without disabilities and their parents (Campbell-Evans, Gray, & Pearce, 2009, p.

105). Furthermore these interviews were broken down into data coding that revealed patterns

in particular values or descriptors that each leader utilised and was only included in the text if

it was described more than five times by these leaders (Campbell-Evans, Gray, & Pearce,

2009). This method represents the Qualitative research framework, in particular, represents

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the use of interviews and focus groups in order to gather the opinions and views on the given

material with a group of individuals qualified to represent academic discourse (Ullman, 2015,

p. 160). The data analysis of the article utilises a grounded theory (Ullman, 2015, p. 162)that

develops from the interviews. Particular texts are broken down into its structure, drawing

particular attention to the values and skills described by the leaders and coded into each

segment to demonstrate a pattern that produces or demonstrates a theory. The theory in this

articles case study draws on Shulmans work on knowledge bases and teacher values. The

use of interviews, focus groups and grounded theory data analysis represents that this article

utilised Qualitative research methodologies in order to produce and analysis the importance

of educational values and practices in inclusive classrooms.

The findings of Inclusive Teacher reflect Shulmans theories and emphasise particular

attributes that are important in educators that teach in inclusive classrooms. The leaders

interviews provides data that corresponds to the perception that a teachers personal views

and values are key in inclusive teaching practises. The primary attribute in the leaders

responses is the linking of empathy to teaching practices, meaning that a teacher would

understand and continue to support students to overcome the various difficulties that may

arise (Campbell-Evans, Gray, & Pearce, 2009). Further attributes include high expectations,

dedication, flexibility, eagerness to learn, confidence, effective communication and creative

problem solving (Campbell-Evans, Gray, & Pearce, 2009, p. 116). A study on the

Norwegian classrooms with multi-lingual diverse classrooms, confirm that a need for

empathy is essential in classrooms. The study revealed that teachers produce expectations

that do not correspond to the results students that are outside the majority language display.

This implies that the assumptions of competence directly influence the expectations that

teachers have for their students and effect educational practices (Wold, 2013, p. 521). This

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connects empathy for a students personal capabilities to the weighing on teaching practices

and personal awareness that a teacher demonstrates. The study of the teachers personal

values are commendable, however, other articles emphasise that it is not only the support of

teachers through empathy that promotes inclusive classrooms, but also content that uplifts

and supports students with learning disabilities. The use of textual analysis and defining

concepts within class content exhibits a useful technique to produce knowledge, however, for

learning difficulty students the reaffirming of concepts to ensure a full conceptual

understanding is paramount. The use of media technology and defining terms is key to a

study of reforming techniques in historical analysis that was conducted by Susan De La Paz

(De La Paz, 2013). Paz indicates that students, as well as students with learning disabilities,

benefited from tools that teachers could harness, such as multimedia projects, to promote

conceptual learning practices rather than group analysis where students of lower capabilities

simply did not contribute (De La Paz, 2013, p. 98). Regardless of the KLA, a teacher and

their methods are paramount to the creation of an inclusive classroom and that a teachers

empathy will drive students with diverse needs to further their education.

The recommendations of this article reflect the necessity of the attributes the leaders list in

their response, to the successful inclusion of diverse needs students. The article suggests that

a positive attitude towards diverse students determines the depth of the knowledge and skills

a teacher demonstrates. Furthermore the attributes the leaders list are examples of this

positive attitude which allow for these leaders to actively promote the need for them in the

classroom (Campbell-Evans, Gray, & Pearce, 2009). For these leaders the development of

pedagogical knowledge, along with the strong sense of empathy and supportive skills for

groups and individual students, distinguishes a proficient teacher that creates an educational

environment for all students (Campbell-Evans, Gray, & Pearce, 2009). Positive attitudes

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towards inclusive education encompasses the primary recommendation in this article.

Developing such a perspective will demonstrate itself within a teachers practice, which the

leaders in these interviews eluded to. This recommendation is valuable to pre-service teachers

and current teachers as a recent study indicates that the majority of pre-service and students

learning teaching, possess a negative attitude to inclusive classrooms due to the

overwhelming requirements educators believe they must meet when teaching diverse needs

students (Boyle & Costello, 2013, p. 139). Inclusive Teacher outlines the expectations leaders

have on inclusive teaching methods for diverse needs students. The results and discussion of

this article recommends the need for educators to maintain an empathetic and open mind

towards students. Additionally a depth of knowledge and creative tasks will further support

all students but also allow diverse needs students to develop and grow at their own pace.

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 Learning Activity

(Larger images at the end of document)

(Original activity)

The activity in this analysis focuses on the analysis of oxymoron in the first act and scene of

Shakespeares Romeo and Juliet for the KLA of English. This learning activity is utilised in a

lesson plan provided by the Secondary Team of TAZ Australia (TES Australia Secondary

Team, 2014). The activity asks students to group in pairs, to choose an oxymoron from the

first act, explain the quote, analyse the quote and demonstrate how it relates to Romeos

feelings (TES Australia Secondary Team, 2014). This information is imputed into a visual aid

that categories each part of the exercise surrounding the quote of choice. This activity does

well in allowing student from diverse backgrounds to become involved in the analysis of the

English language. Breaking down each portion of the exercise into the method of analysing

the English language allows students to experience the process required to accomplish this

task, which Inclusive Teacher recommends in the practise of literacy skills (Campbell-Evans,

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Gray, & Pearce, 2009, p. 111). The lesson plans goals include the development of

Oxymoron identification which this task develops through the use of assessment. It should

also be noted that this activity begins after a definition and example of Oxymoron in the text

is supplied to the students, hence why the example of O brawling love is included in the

circle (TES Australia Secondary Team, 2014). This lesson plan does accomplish the tasks

desired for this lesson plan however, improvements can be made for this activity.

Revisions can be made to this activity through the recommendations provided by the

Inclusive Teacher article. The basic foundations of the task; the analysis of an oxymoron

quote, producing meaning and relation to the Romeos character, do not need to change as

this foundation meets with inclusive education. The revision of pairs of students to groups of

four to five will draw the first change this article recommends. This is also paired with

leadership roles that each student will obtain. These roles will include scribe, presenter,

researchers and computer tech or designer. The use of groups promote social skills

development (Campbell-Evans, Gray, & Pearce, 2009, p. 110) and leadership roles reflect the

articles desire to promote leadership roles for diverse students (Campbell-Evans, Gray, &

Pearce, 2009, p. 111). Furthermore, this revision of focusing students on specific tasks will

develop individual learning skills (Campbell-Evans, Gray, & Pearce, 2009, p. 111). These

roles can be assigned by the teacher in formulating groupings to specifically cater to the

needs or expressed needs of a particular student (Campbell-Evans, Gray, & Pearce, 2009, p.

109) furthering the emphasis the article places on an educator having empathy for a students

need (Campbell-Evans, Gray, & Pearce, 2009, p. 114). Additionally this lesson plan should

contain the definition of Oxymoron and a selection of oxymoron quotes in order to reaffirm

the definition and skills that are required for the students to represent. Finally this task should

be revised to be a hand in task for the groups as either a physical poster, power point or

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presentation. This represents the understanding an inclusive teacher could display when

addressing the strength, weaknesses and personal goals of their students (Campbell-Evans,

Gray, & Pearce, 2009, p. 112). Teachers place students in a role they must work on or excel

at, producing confidence, focus and genuine interest for students while engaging in the task.

These revisions will encapsulate individual learning needs and desires as well as allowing for

social and leadership skills to develop. This is accomplished within a task that structures and

supports progressive learning of literacy skills furthering the competency of all students,

while also allowing diverse needs students to progress at their own pace.

(Revised activity)

Diverse learning develops from the potential teachers can produce in students of all differing

backgrounds. The Inclusive Secondary Teacher: The Leaders Perspective highlights the

need for teachers to be open to the inclusion of diverse needs students by producing a

qualitative research article using interview data of leaders in schools across Australia.

Empathy and a deep pedagogical knowledge of the subject matter produces the desired affect

that this article stresses. It is recommended for all teachers to implement these skills in

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teaching methodologies for all students and not just diverse needs students. Revising tasks set

out in lesson plans reveals that the implementation of this articles recommendations entails

slight adjustments in order to promote social skills, literary skills, leadership roles and an

understanding of the needs of students. This represents that the ability for teachers to include

diverse needs students does require the empathy of students needs and planning to

accommodate possible recourses or time to enhance the learning of these students. The

findings of The Inclusive Secondary Teacher: The Leaders Perspective should encourage

pre-service teachers and professional teachers alike, to focus on personal perceptions on

inclusive classrooms and consider the reality behind implementing these recommendations

within a classroom.

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 Original Activity

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 Revised Activity

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 References
Boyle, C., & Costello, S. (2013). Pre-service secondary teachers' attitudes towards inclusive

education. Australian Journal of Teacher Education, 38(4), 129-143.

Campbell-Evans, G., Gray, J., & Pearce, M. (2009, December). The inclusive secondary

teacher: The leader's perspective. Australian Journal of Teacher Education, 34(6),

101-119.

De La Paz, S. (2013). Teaching and learning in history: Effective and reform-based practices

for students with learning disabilitis. Learning Disabilities: A Contemporary Journal,

11(1), 89-105.

Hallahan, D., & Kauffman, J. (2005). The illusion of full inclusion (2 ed.). Pennsylvania: Pro-

Ed.

Shulman, L. S. (1987, February). Knowledge and teaching: Foundations of the new reform.

Harvard Educational Review, 57(1), 1-21.

TES Australia Secondary Team. (2014, October 21). Romeo & Juliet Powerpoints: Prologue

and Act 1. Retrieved March 18, 2016, from TES Australia:

http://www.tesaustralia.com/teaching-resource/Romeo-and-amp-Juliet-Powerpoints-

Prologue-and-Act-1-6180090/

Ullman, J. (Ed.). (2015). Applying educational research: How to read, do, and use research

to solve problems of practice (Custom ed.) (2 ed.). Sydney: Pearson.

Wold, A. H. (2013). Accuracy of teachers predictions of language minority and majority

students language comprehension. Language and Education, 27(6), 498-525.

doi:10.1080/09500782.2012.736519

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