ame :oloua emmanuel kisito

Matricule: 21v3530

UE : 418 Handicap metal habilité mental pédagogie inclusive

1.Present the different resources in the field of inclusive pedagogy

To begin it is important to define Inclusive pedagogy . pedagogy is a student-centered
approach to teaching that pays attention to the varied background, learning styles, and abilities
of all the learners in front of you. It is a method of teaching in which instructors and students
work together to create a supportive and open environment that fosters social justice and
allows each individual to be fully present and feel equally valued.Inclusive pe¹¹¹dagogy at its core
is learner-centered and equity-focused, creating an overarching learning environment in which
students feel equally invited and included. Drawing from a large body of research—much of it
foundational scholarship on teaching and learning. it is clear that learning outcomes are
improved for everyone when teachers attend to student differences and take deliberate steps to
en¹sure that all students, across differences in academic and social background as well as
physical and cog∅pmnitive abilities, feel welcomed, valued, challenged, and supported in their
academic work.

1.2 Resources in the inclusive pedagogy field

Given that the objective of an inclusive pedagogy is to provide equality or equity to the way of
teaching . So, it is important to give the resources used by this teachers to teach his or her
student or people . So we are going to devide the resources into two which are phisical and
social resources

Physical resources

The infrastructure
An inclusive school normally not have steps because disabled peoples have functionality
problem that is why some of them cannot climb steps.
Provide a sensitive environment
Provide an environment that is sensitive to the needs of students who have experienced trauma
or adverse childhood experiences. Access our trauma-sensitive learning environments poster.

 Provide encouragement and guide learning 

Consider providing effective, actionable feedback immediately when students are learning a
task or behaviour. This can be gradually reduced as they become more independent.

 Provide a quiet area

Consider providing a quiet area that a student can go if required. This space could include items
that may support a student to self-regulate their emotions and/or behaviour. Express positive
regard and supporting 

Providing support and encouragement helps a student achieve better results. Focus on a
student’s strengths and show them that they are valued and supported.

Social resources

 Facilitate student voice, autonomy and independence

Opportunity to express their preferences, opinions and emotions, make choices, and direct their
own learning, is important for all students.

Set clear classroom expectations

 Clearly outline learning intentions and expectations. A few short and simple expectations that
guide students what to do (rather than what to avoid), and are reviewed regularly are best.

Provide lots of opportunities for students to engage in collaborative learning

Students get to know each other and build friendships through working together and watching
others. Consider ways in which you can facilitate a student’s interactions with others in a group.

 
Aim for students to remain with the group
Where possible, aim to keep students as part of the group, rather than in separate areas
working with specialists, and to be working with similar materials/content as peers (that is
tailored to their individual strengths and abilities).

2 the limits and advantages of inclusive education

To continue considering that this type of education is inclusive which means joining normal and
disabled child in one room so, there are some disadvantages or limits and advantages

2.1 The advantages of inclusive education

● Greater opportunity for friendships
● Increased social network
● More respect for others
● Shared learning opportunities
● Increased safety by reducing isolation
● Higher academic expectations
● Access to a wider range of school resources
● Increased collaboration and participation
● A more welcoming, positive school environment
● Readiness for inclusion outside of school

2.2 The disadvantages of inclusive education

● Imperfection of legislation in the field of education, which leads to the lack of
mechanisms for the development and financing of inclusive education.
● Insufficient material and technical and staffing of secondary schools (lack of special
auxiliary educational equipment, specially developed teaching methods and inclusive
education programs, insufficient number of specially trained specialists to work with
children with disabilities)
 ● Inadequacy of buildings of secondary schools (including in the middle) for unimpeded
access to them by students with different nosologies of the disease.
● Insufficient psychological readiness of students and teachers to study together with
people with disabilities.

● In addition, there is the problem of negative attitudes of parents to the fact that their
healthy children should study with children with certain disabilities. They believe that
this delays the development of healthy children’s learning

3. the approaches and instruments in inclusive education : presenting them and showing their
importance

3.1. Behaviourism
A behaviourist pedagogy uses the theory of behaviourism to inform its approach. A behaviourist
pedagogical approach would say learning is teacher centred. It would advocate the use of direct
instruction, and lecture based lessons.

Their importance in an inclusive education

The theory of Behaviourism in a classroom setting came from pedagogical research by

Thorndike (1911), Pavlov (1927) and Skinner (1957). Behaviourist pedagogy is the theory that
the teacher should be the sole authority figure, and leads the lesson. Knowledge should be
delivered in a curriculum where each subject is taught discretely (as opposed to topic based
learning, for example).

In a lesson using a behaviourist pedagogical approach, you could expect to see a mixture of
lecturing, modelling and demonstration, rote learning, and choral repetition. All of these
activities are 'visible' and structured, as well as being led by the teacher.  However, during the
course of the lesson, the shift may come where the student is the centre of the activity, and
demonstrates their learning.

NB Behaviourism is also sometimes described as a traditional teaching style.

3.2. Constructivism
Constructivism is a theory that people learn through experiences and reflection. A
Constructivist pedagogy puts the child at the centre of the learning, and is sometimes called
'invisible pedagogy'. A constructivist approach would incorporate project work, inquiry based
learning, and might adopt a Montessori or Steiner method.

Importance in an inclusive education

Constructivism is based on the pedagogical research of Piaget (1896-1890). Piaget wrote

extensively about 'schemas', an idea that learners come ready to learn, and the teacher must
build activities to facilitate their learning. Younger children work things through physically,
whereas older children tackle symbolic and abstract ideas.

A lesson might include individualisation, a slower pace, hidden outcomes, the mantle of the
expert, and less teacher talk. Some adopters of this pedagogy would also place emphasis on
being outdoors, and engaging with nature.

NB Constructivism is also sometimes described as a progressive teaching style.

3.3. Social constructivism
A Social constructivism pedagogy could be considered to be a blend of two priorities: teacher
guided, and student centred. Cognitive psychologist, Lev Vygotsky developed social
constructivism, building on the work of Piaget, but argued against the ideas of Piaget that
learning could only happen in its social context, and believed that learning was a collaborative
process between student and teacher.

Importance in a classroom

The teacher would use group work elements, but would use smaller group sizes, and limit the
choice in topics. The teacher might also use teacher modelling, questioning, and a mixture of
individual, pair, and whole class instruction.

3.4. Liberationism
Liberationism is a critical pedagogy developed by the Brazilian educator, Paulo Freire. Freire was
the Director of the Department of Education, and developed an approach of teaching where he
was able to teach illiterate adults to read in just 45 days. Freire focussed on removing the two
barriers to learning: poverty and hunger. Freire was then imprisoned following a military coup.
Once he was released, he wrote a book called 'Pedagogy of the Oppressed' where Freire wrote
about the dehumanisation of students in schools, and argued for cooperation and unity. A
liberationist approach is one where the student voice is placed at the centre, and a democracy
is put into the classroom. Value is placed on having the teacher as a learner, and the class
discovering subjects together.

Advantages in an inclusive classroom

In class where normal children are joined with the diabled liberationism will be the best way for
disabled children to have a saying and given that there is democracy everyone will participate in
class no matter their handicap.
Inclusive education Tools and advantages

Makaton
Makaton is the UK's leading programme for adults and children with learning or communication
difficulties. It is a language programme that combine signs, symbols and speech to give different
options for people to communicate. Using signs can help people who do not user speech.
Symbols can help people who have limited speech, or who cannot or prefer not to sign.

Makaton transforms the lives of people with communication difficulties, by giving them a way
to express themselves independently. Being able to communicate eases frustration and gives
people confidence and independence while they develop communication and language skills

PECS
The Picture Exchange Communication System (PECS) is an augmentative and alternative
communication (AAC) system (i.e. a communication method other than speech) that involves
the physical exchange of pictures to communicate with another person for the purpose of
requesting or commenting. It was originally developed for use with preschool children with
autism spectrum disorder and other related developmental disabilities. These children had not
developed useful language and they did not initiate communication with others. Over time,
PECS has been used with individuals of many ages and with diverse abilities.

PECS is used to provide a child with an alternative way of communicating if they have not yet
developed speech. It can also be used to teach a child how to initiate communication with
another person. The child first learns to request for highly desirable items and then expands this
for commenting and sentence formulation. The child is taught to make their request by handing
an exchange card representing what they want, to an adult who is holding the desired item.
PECS is taught in six phases. Some children will master each phase quite quickly, while others
may never reach Phase 6. What is important is to begin
ABA
ABA therapy applies our understanding of how behavior works to real situations. The goal is to
increase behaviors that are helpful and decrease behaviors that are harmful or affect
learning.Increase language and communication skills

-Improve attention, focus, social skills, memory, and academics 

-Decrease problem behaviors

The methods of behavior analysis have been used and studied for decades. They have helped
many kinds of learners gain different skills – from healthier lifestyles to learning a new language.
Therapists have used ABA to help children with autism and related developmental disorders it is
good to note that this method is also used in inclusive education schools.

4- State and explain some notions and concepts of the usual vocabulary of the inclusive
education system.
Individualized Education Program (IEP)

The term ‘individualized education program’ or ‘IEP’ refers to a written statement for each child
with a disability that is developed, reviewed, and revised in accordance with federal law. The IEP
guides a special education student’s learning. It is created for children between the ages of 3
and 22. It describes the amount of time that the child will spend receiving special education
services, any related services the child will receive, and academic/behavioral expectations.

● Autism means a developmental disability significantly affecting verbal and nonverbal

communication and social interaction, generally evident before age three, that adversely
affects a child’s educational performance. Other characteristics often associated with
autism are engagement in repetitive activities and stereotyped movements, resistance
to environmental change or change in daily routines, and unusual responses to sensory
experiences.
● Deaf-blindness means concomitant hearing and visual impairments, the combination of
which causes such severe communication and other developmental and educational
needs that they cannot be accommodated in special education programs solely for
children with deafness or children with blindness.

● Deafness means a hearing impairment that is so severe that the child is impaired in
processing linguistic information through hearing, with or without amplification that
adversely affects a child’s educational performance.

● Emotional disturbance means a condition exhibiting one or more of the following

characteristics over a long period of time and to a marked degree that adversely affects
a child’s educational performance:
● Hearing impairment means an impairment in hearing, whether permanent or
fluctuating, that adversely affects a child’s educational performance but that is not
included under the definition of deafness in this section.

● Intellectual disability** means significantly subaverage general intellectual functioning,

existing concurrently with deficits in adaptive behavior and manifested during the
developmental period, that adversely affects a child’s educational performance.

● Multiple disabilities means concomitant impairments (such as intellectual

disability-blindness or intellectual disability-orthopedic impairment), the combination of
which causes such severe educational needs that they cannot be accommodated in
special education programs solely for one of the impairments. Multiple disabilities does
not include deaf-blindness.

● Orthopedic impairment means a severe orthopedic impairment that adversely affects a

child’s educational performance. The term includes impairments caused by a congenital
anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and
impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns
that cause contractures).
● Other health impairment means having limited strength, vitality, or alertness, including a
heightened alertness to environmental stimuli, that results in limited alertness with
respect to the educational environment, that—

● Is due to chronic or acute health problems such as asthma, attention deficit disorder or
attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia,
lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette
syndrome; and

● Specific learning disability—(i) General. Specific learning disability means a disorder in

one or more of the basic psychological processes involved in understanding or in using
language, spoken or written, that may manifest itself in the imperfect ability to listen,
think, speak, read, write, spell, or to do mathematical calculations, including conditions
such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.

● Disorders not included. Specific learning disability does not include learning problems
that are primarily the result of visual, hearing, or motor disabilities, of intellectual
disability**, of emotional disturbance, or of environmental, cultural, or economic
disadvantage.

● Speech or language impairment means a communication disorder, such as stuttering,

impaired articulation, a language impairment, or a voice impairment, that adversely
affects a child’s educational performance.
● Inclusion
● Inclusion is a mindset that encourages providing all children, including those with
significant disabilities, with an equal opportunity to learn alongside their non-disabled
peers in the general education classroom to the maximum extent possible with the
necessary supports and services students need to make the most of their education.
● Student Support Team (SST)
Each school has a core group of professionals that leads the work around all areas of student
support in the building. This group of core professionals is known as the Student Support Team.
The group includes, but is not limited to, administrators, guidance counselors, mental health
professionals, nurses, math and literacy coaches, and attendance counselors.

As individuals, these professionals serve as resources for teachers and suggest targeted
strategies and interventions in their area of expertise. As a group, they meet regularly to
collaborate and address more complex cases of individual children who require targeted
support.

● Non-public school

A non-public school is an educational program that is run by a private person or group instead
of by a government body. In terms of special education, a non-public school may be considered
as the appropriate location to serve a student when a public school is unable to serve that
student’s needs.

Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP)

REFERENCES

http://www.ou.edu/cfe/teaching/inclusive-

https://dcal.dartmouth.edu/resources/teaching-learning-foundations/inclusive-teaching

https://osepideasthatwork.org/find-center-or-grant/find-a-center