UNIVERSITY OF GONDAR

COLLEGE OF EDUCATION
DEPARTMENT OF SPECIAL NEEDS AND
INCLUSIVE EDUCATION
Inclusive Education
Unit 1: Understanding children with special needs
These are children who experience difficulty in
learning due to permanent or temporary
problem or disorder. Who need extra support
and assistance. Including
1. Learners with disability
 Students with visual impairment 
 hearing impairment Intellectual disability
 emotional and behavioral disorder Learning
disability
 Physical and health impairment
 Language and communication difficulty
Cont…
2. Gifted and talented
3. Deprived background
 Extreme Poor
 Migrant (war, natural disaster)
 Street children
 Child labor
 Drug abused
4. Minorities
5. Children at risk
 Biologically (low or under weight)
What is special needs education?
 Is a profession with its own tools, techniques,
and research efforts with emphasis to
improving instructional arrangements and
procedures for evaluation and meeting
educational demands of exceptional children
and adults.
 The learning needs of children with disabilities
differ not only among different disability
groups but also within the same disability
group.
Definition of basic terms in SNEd
 Impairment: an identifiable defect in the basic
functions of an organ or part of the bodily system.
 Disability: the limitation, restriction, or
disadvantage imposed on an individual’s
functioning as a result of the impairment.
 Handicap: results when an individual is placed at
an actual or perceived disadvantage in the
performance of normal life functions because of
personal and social expectations and attitudes
toward the impairment >> the social environment
is more disabling than the disability itself.
Theoretical Approaches to Disability
 In recent decades, there has been increased
emphasis on the social model of disability
rather than the medical model.
 The theoretical model that underpins a
programme or organization influences the way
services are provided and the type of
interventions that are implemented.
 A basic understanding of the main theories of
disability can help to shed light on different
approaches.
The Medical model
 Two major conceptual models of disability
have been proposed. The medical model
views disability as a feature of the person,
directly caused by the disease, trauma or
other health condition, which requires
medical care provided in the form of individual
treatment by professionals. Disability, on this
model, calls for medical or other treatment or
intervention, to ‘correct’ the problem with the
individual.
The Social Model
 The social model of disability, on the other
hand, sees disability as a socially-created
problem and not at all an attribute of an
individual. On the social model, disability
demands a political response, since the
problem is created by an unaccommodating
physical environment brought about by
attitudes and other features of the social
environment
The Bio-psychosocial Model
 On their own the medical and social models
are partially valid but not adequate so a
synthesis of both models is the most useful
approach. The latest International
Classification and Functioning from the World
Health Organisation is based on the
biopsychosocial model which is an integration
of the medical and social models and provides
a coherent view of different perspectives of
health: biological, individual and social.
General level of placement in SNEd
Segregated education
 Services are given in a separate
place(separated from children without
disabilities).
 The service is given for children with the same
disability group
 Services are provided by people trained in
SNEd.
 Special education medias and materials are
used.
Integrated Education ◦
 Allows students with special needs to learn
with their peers without disabilities in regular
classroom services without support
Integration could have several forms:
- Physical integration
- Social integration for social contacts
- Functional integration only for certain
activities
- Full integration
Inclusive education
 RCR services with additional support by
professionals are also possible.
 Uses the curriculum of regular education with
minor modification
 Allows using special educational media and
materials if needed.
 Individualized needs can be fulfilled by using
appropriate teaching and learning methods
Unit 2: Understanding inclusive education
Inclusive Education
o Inclusive education is the process of bringing
together all children with or without disabilities
regardless of the nature and severity in natural
environment where children learn and play.
o IE is about presences, participation and
achievements of learners so that reduce
exclusion with in and from education.
o It also gives emphasis on groups of learners at
risk of marginalization, exclusion or
underachievement
o Acknowledges that all children can learn and
all need some kind of support in learning
o aims to identify and remove barriers that
hinder learning
o It is about changing attitudes, teaching
methods, curriculum to meet the needs of all
children
Who are the targets of Inclusive Education?
Those children traditionally excluded from
general education for reasons of
◦ Gender,
◦ Geographic remoteness,
◦ Ethnicity,
◦ Poverty, and
◦ Disability
More specifically….
• race, xenophobia and racism
• sexual orientation
• particular castes, tribes
• Language
• Orphans
• place of residence
• rural (including rural exodus
• displaced children
• children living and/or working in the streets
• children involved in juvenile justice system
• children affected by armed conflict  working
children
• children subjected to violence  child beggars
• children affected by HIV/AIDS
Assumption of Inclusive Education
 All students have equal value regardless of their
differences.
 All students “belong” and should be made to feel
“belongingness” in all curricular activities and
those extra-curricular activities.
 Good teaching practice respects each student,
not as a member of a group that is defined by
someone else, but as an individual.
 Segregated ways of teaching student is
meaningless and limits the cognitive, mental,
emotional, personal, social developments and
their academic performance
Rationales of Inclusive Education
1. Limitation of Special Education
2. Benefits of Inclusive Education
1. Limitation of Special Education
• Deficit- oriented
• Develop the psychosocial problems
• Breed discrimination and negative attitude
• Costs a lot
• Violate human right
2, Benefits of Inclusive Education
Psychological benefit
Social benefit
Economic benefit
Foundations for building inclusive society
Psychological benefit
 Develop trust on the surrounding and self
 Learn to cope up with difference
 Build up self-esteem and confidence
 Learn to develop positive feeling and avoid
attitudinal barriers
Social benefit
o Enhance social skills
o Learn to live and play together and appreciate
diversity
o Learn to understand difference and cooperate
with others
o Develop pro-social behavior (help each other)
Economic benefit
• CWD go to local schools
• Reduce wastage of repetition and dropout
• CWD live with their family use community
infrastructure
Foundations for building inclusive society
• formation of mutual understanding and
appreciation of diversity
• Building up empathy, tolerance and
cooperation
• Promotion of sustainable development
Challenges of IE in Schools
• Attitudinal barriers
• Inadequate trained personal
UNIVERSITY OF GONDAR
• Rigid curriculum and teaching methods
COLLEGE OF EDUCATION
DEPARTMENT OF SPECIAL NEEDS AND
INCLUSIVE EDUCATION
• Inadequate instructional materials and
Inclusive Education
assistive devices
• Large class size and limited space
• Inaccessibility of facilities and services
Opportunities of Inclusive Education
1. Legislations and policy frameworks
2. Associations and civic societies
3. School-based awareness and in-services
training program
1. Legislations and Policy Framework
• Universal Declaration Of Human Rights
(UDHR)
• Convention On The Rights Of The Child
• Convention Against Discrimination In
Education
• World Declaration On Education For All (EFA)
• United Nations Standard Rules Of Equalization
Of Opportunities For Persons With Disabilities
• Salamanca Frame Work For Action
Universal Declaration Of Human Rights (UDHR
1948)
• This declaration ensures three important
rights;
• Right to education (fundamental human
rights; rights that are universal, indivisible,
interconnected and interdependent)
• Right to equalization of opportunities
• Right to participate in society
Convention On The Rights Of The Child (1989)
• States the rights of all children to basic quality
primary education
• Make primary education compulsory and
available free to all (UPE).
• It assures the rights of the child to education
based on his or her needs, abilities and pace
of effective learning
Convention Against Discrimination In
Education(1960)
• To combat discriminatory treatment in
education
• promote the opportunity of addressing their
learning needs,
• children in disadvantaged situations or who
experience conditions of risk, disability have
the right to education of the same quality and
standard
World Declaration On Education For All (EFA,
1990)
• This declaration confirms that every human
being including children, youth, adults,
females, street children, immigrants, children
with disability,… have right to quality and
equity in education.
U N Standard Rules Of Equalization Of Opportunities
For Persons With Disabilities (1993)
• Every individual has equal opportunity for
participation
• Accessibility
• Education
• Employment
• Income maintenance and social security
• Family life and personal integrity (marriage,
parenthood, sexual relationship)
• Culture
• Recreation and sports
• Religion
Salamanca Frame Work For Action (1994)
• It was declared in an international conference on
special needs education held in Salamanca, Spain in
1994.
• The conference emphasized the following principles:
• The right of children including those with temporary
and permanent special education needs to attend
school.
• The right of all children to attend school in their home
community
• The right of children to participate in a child- centered
education meeting individual needs
• The right of all children to participate in quality
education that is meaningful for each child.
National Documents
o The Ethiopian Constitution
o The Education and Training Policy
o Higher Education Proclamation
o The Special Needs Education strategy Program
(2006)
o ESDP V-2015-2020
o Growth & Transformation Plan
o Building code (Article) 624/2009:
o Proclamation on the Rights of Disabled
Persons to Employment (1994),
The Ethiopian Constitution (1995)
 Article 41(3,5) stipulates the right of citizens to
equal access to publicly funded services and
about the allocation of resources to provide
rehabilitation and assistance…
 Art. 9(4) of the FFDRE constitution states that
all international agreements ratified by
Ethiopian are the integral part of the law of
the country.
Education and Training Policy /ETP,1994/
 Education structure no. 3:2-1 conforms the
importance of early childhood education stating
that kindergarten to focus on the all round
development of the child in preparation for formal
schooling
 Educational structure no. 3: 2.9 Special education
and training will be provided for people with
special needs
 Educational structure no. 2 2.3 confirms that
efforts will be made to enable People with special
needs /both with disability and the Gifted/ learn
in accordance with their potential and needs
Higher Education Proclamation No.650/2009,
 Article 40, item1 states that institutions shall
make, to the extent possible, their facilities
and programs are easy to use by physically
challenged student
The special needs education program strategy
(2006)
The key elements of the strategy are:
•Favorable policy environment
•Duties & responsibilities in education system
•Using strengthening national expertise
•Allocation and use of funds
•Cooperation and partners
•School management
•Teacher education
•Design establishment and functioning of support
systems
Inclusive Education Strategy(2012)
 The Strategic Directions are
• Strengthening Educational Management &
Administration
• Increasing Access to all children, Youth & Adults
with Special Educational Needs at all levels of
Education and Training
• Strengthening awareness raising activities
• Creating Conducive Educational Setting
• Enhancing the Education of Girls with Disabilities
• Improving Educational Opportunities for
Learners with Disabilities in TVET
Education Sector Development /ESDP V/
Expected program outcomes
 Enrollment of children with special
educational needs increased at all levels of
education and due attention will be given to
girls with special needs
 Number of trained teachers in SNE/ inclusive
education increased
 Capacity of schools in addressing the
academic and social needs of children with
special educational needs improved
Building code (Article) 624/2009
Even if the code was declared for the
convenient of physical accessibilities in
architectural activities still the problem is not
minimized.
Proclamation on the Rights of Disabled Persons
to Employment Proclamation No. 101/1994
 states about the right of PWD to appropriate
training, employment opportunities, salary,
selection criteria, grievance procedure…
2. Associations and civic societies
• The existence of NGOs and GOs
• Often they raise funds, make donations to
individuals and provide services for children
and adults.
• Disability Associations
• It is people with disabilities who run the
association. They aim to
• promote the rights of disabled people rather
than fund-raise or provide services.
• offer training and support for their members
3. School-based awareness and in-services
training program
o The ongoing School Based awareness on the
right of children with disability to Regular
schools.
o In-services training for teacher allow them to
take special needs education courses.
o Introduction to Special needs education as a
professional course for all teachers in pre-
services and In-services program
o Opening of the department of Special needs
department in collages and universities
Inclusive Schools
What is Inclusive schools?
Developed whole-school processes that promote inclusive
education and quality teaching and classroom practice
that are responsive to the individual needs and divers
learning styles of students
Recognize and respond to the diverse needs of their
students and ensuring quality education for all through
 appropriate curricula,
 organizational arrangements,
 resource use and
 partnerships with their community.
 A school where all children should learn together
regardless of differences.
Characteristics of inclusive schools
o Is deeply committed to the belief that all
children can learn.
o Restructuring school culture , policy, and
practice.
o Promoting pro-social (students support
students, teachers support teachers, parents
support parents, community support schools).
o School services and facilities are equally
accessible to students with and without
disability.
Cont…
o Involves mobilizing resources within school
and community
o Is alert to and uses a range of multi-skilled
personnel (e.g. Teachers, specialists, aides,
clinicians, volunteers and other students) to
assist students with their learning.
o Create strong links with parents, clinicians,
caregivers, staff in local special schools,
disability services providers and relevant
support agencies within the wider community.
Inclusive Classroom (ICR)
What is inclusive Classroom(ICR) ?
• It is an effective classroom in creating learning
environment suitable for all learners.
• Creating a welcoming and accessible
environment in which all children learn and
develop social relationships as an equal
member of the class.
• A classroom responsive to the diversity of
students academic, social and personal
learning needs.
Characteristics of ICR
• In inclusive classrooms students have a variety of
ways to access information and demonstrate
what they know
• Teachers of successful inclusive classrooms utilize
student strengths, incorporate creative teaching
strategies, and support peer interaction.
• Inclusive classrooms focus on utilizing strengths
• focused on the strengths of the child instead of
areas of weakness
• Inclusive classrooms create a sense of belonging
• Equal member of the class
Elements of ICR
Strategies achieving ICR
1. Classroom Situation
2. Differentiation of Curriculum
3. Teaching Strategies
4. Plan individualized education plan
5. Adapting and Modifying Teaching aids
6. Modifying Managing behavior in the
classroom
7. Partnerships
Classroom Situation
o Creating inclusive ICR which is free from
internal and external influences The
classroom free from attitudinal and
architectural barriers.
o Creating favorable classroom situation where
all students feel a sense of belongingness in a
safe physical and social environment.
o Learners must get a feeling that they are
valued even if they may fail at a given task.
o In an atmosphere which tolerates and
respects diversity, learning is made easier.
Differentiated of Curriculum
• It is about allowing the diverse needs of all
learners to access the same curriculum
through modification, special equipment
resources or facilities special teaching
techniques.
• Inclusive curriculum demands the common
goal defined for all learners (Knowledge, skills
and values) to be acquired.
Cont…
o It also demands providing various
opportunities for practice and performance in
terms of content, methods, learning style and
level of participation.
o Children are allowed to learn at
 different rates,
 with different materials, and with different
methods,
 based on various learner characteristics such
as gender, culture, needs, interests, abilities,
and preferred learning styles.
Cont…
o Adaptations may be necessary to remove
barriers to learning and participation, it is not
expected that all children will learn the same
things, at the same time and the same way. For
example:
• The level of the content in of the school syllabus
• The outcomes expected from learners
• Equipment and teaching aids used
• Methods used to assess learning outcomes
• Involvement and engagement with families and
community
A Framework for Adapting the Curriculum
1.The Pupil
 A child in my class has difficulties How do these affect the
pupil’s learning?
 What specialists (if any) can you get advice/help
2. The classroom and school environment
 What changes might you make to the classroom or the school
environment to make it easier for the child to come to school
and to learn?
 What assistive aids may be needed?
3. School subjects
 What changes do you need to make to the subjects you teach
the child both in terms of level and the expected outcomes?
 This covers the level you teach the subject to the child as well
as the range of subjects taught.
Cont…
4. Teaching Strategies
• What changes do you need to make to your
teaching methods to suit the child’s needs?
5. Participation in other school activities
(sports, clubs, school chores etc.)
• What changes might you make to ensure the
child’s active participation?
6. Tests and Examinations
• What changes do you need to make to
assessing the pupil’s learning?
Teaching Strategies
o Adaptations or modifications of instructional
strategies refer to the changes in the way
teacher provides instruction.
o The teacher should be aware of different
learning styles , backgrounds, experiences and
learning needs of learners when planning the
lesson and using different teaching methods.
o Effective teaching means combining different
teaching and learning strategies.
Cont…
o different teaching approaches and groupings
focus on learning from being teacher-directed
towards being Learner- centered can occur.
o This promotes the development of children as
independent, self-directed learners and releases
the teacher to attend to the needs of individual
children and groups.
o Teachers widely used of teaching methods (e.g.
co-operative group teaching, cooperative
learning, self-directed learning etc.) are well
prepared to make a classroom a lively,
challenging and friendly place to learn.
Unit 3:Identification & assessment
Identification
• Detecting the existence of certain impairment
or disorder that adversely affect learning.
In the process of identification, sometimes
problems are obvious right from the start, in
this case, parents play a crucial role.
Sometimes they don’t appear until a child is in
school. Some children have trouble learning to
read or write. Others have a hard time
remembering new information. So, school is
the ideal place to deal with
Cont’
Why identification?
 The outcome of learning is more than
appropriate curriculum, teachers subject
matter knowledge rather it is depending on
the interaction of many factors.
Cont…
So, teachers should be aware of such factors that
influence learning and ask the following
question related to students achievement,
ability or skill in different area
• Academic area(reading, writing, speaking)
• Overall achievement
• General Intelligence (ability to learn
understand)
• Socio-emotional Status (interaction with
teachers, peers).
• Existence of disability
Techniques of Identification
Observation -of two type
1. non-systemic (informal) observation
o Simply watching children and note the
behavior, characteristics and personal
interaction
2. Systemic Observation
o Teachers focus on certain precisely defined
behavior and measure it’s
frequency ,duration and magnitude.
Assessment
• It is more detailed investigation than
identification.
• It refers to the gathering of information about
children’s learning levels, style and skills in
order to make instructional decisions about
meeting their needs (McLoughlin & Lewis
2001).
• Testing is but one element of educational
assessment and involves eliciting children’s
responses to questions under structured
conditions (McLoughlin & Lewis 2001).
Two remaining terms include:
 diagnosis, which refers to the effort to
establish the cause of a condition and to
outline appropriate treatment implied by that
condition; and
 evaluation, which examines the effectiveness
of a program, as distinct from focusing on
individual children (Cook et al. 2000)
Cont…
Assessment is the process of determining
whether the child
 exhibits a developmental problem,
 what the problem is,
 its causes,
 its developmental consequences, and
 the best approaches to intervention
PURPOSES OF ASSESSMENT
 Why we are assessing individual children will
have implications for how we proceed with
that assessment (McCormick & Schiefelbusch
1984)?
 Screening occurs before concern has been
raised about individual children’s
developmental pattern. It takes a broad,
naturalistic look at children’s development,
aiming to identify individuals who might need
additional assessment
Description of current skills
• Description of current skills determines
whether children’s development is atypical
and reveals the nature of children’s
developmental patterns (McLoughlin & Lewis
2001), which will involve identification of their
strengths and relatively weak skill areas.
Curriculum Planning
o Having established the nature of children’s
additional needs, assessment must be able to
guide decisions about what supplementary
services individual children require and how to
deliver these.
Decisions about placement
o Placement decisions will involve making a
choice about which settings will most benefit
children with atypical development and which
age group of peers will best support their
learning and social and emotional growth.
Classification
o This is a common reason for the assessment of
children who are suspected of having
developmental delays or advances.
Classification is a controversial function of
assessment, although by definition giftedness
and disability are relative to normal
development and so issues of classification are
inevitable
Monitoring children’s progress
o Monitoring children’s progress. A final purpose of
assessment is to monitor how children are
responding to an educational program. Monitoring
serves three purposes (Wolery 1996b):
1. to check that the conclusions and priorities
generated by earlier assessments are still relevant;
2. to build a record of children’s progress over time
so that educators’ accountability is promoted and
to celebrate children’s achievements; and
3. to determine whether and how programs should
be modified in response to children’s
accomplishment or non-attainment of earlier goals
ASSESSMENT METHODS
o The instruments used for assessment must be
more than impressionistic and must have the
power accurately to identify additional
educational needs. Thus, performance-based
assessments such as portfolios are not
described here, as their purpose is generally
to document children’s products for purposes
other than monitoring children’s development
(see Helm et al. 1998).
Parental reports
o You can gain parents’ and other primary
caregivers’ knowledge of their child’s
development by asking them about his or her
milestones, needs and interests. They have
detailed knowledge of their children’s
development, motivation and personalities
which allows them to be accurate reporters of
their children’s abilities.
o The information ,you receive from parents,
will be invaluable:
 in program planning,
 to inform your intervention with immediate
difficulties, and
 for opening the communication channels that
will permit longer-term problem solving
Unit 4:Differentiation Instruction & IEP Program
What is Differentiated Instruction?
• To differentiate instruction is to RECOGNIZE
students varying background knowledge,
readiness, language, preferences in learning,
interests, and to react responsively.
• It is a PROCESS to approach teaching and learning
for students of differing abilities in the same
class.
• The intent of differentiating instruction is to
MAXIMIZE each student’s growth and individual
success by meeting each student where he or she
is, and assisting in the learning process.
Principles of a Differentiated Classroom
• All students participate in respectful work.
• Teacher and students work together to
ensure continual engagement & challenge for
each learner.
• The teacher coordinates use of time, space,
and activities.
• Flexible grouping, which includes whole class
learning, pairs, student- selected groups,
teacher- selected groups, and random groups
Cont…
• Time use is flexible in response to student
needs.
• A variety of management strategies, such as
learning centers, interest centers, learning
buddies, etc. is used to help target instruction
to student needs.
• Clearly established individual and group
criteria provide guidance toward success.
• Students are assessed in a variety of ways to
demonstrate their own thought and growth
Universal Design to DI (Based on Student
Readiness, Interest & Learning Profile)
1. Content
2. Process
3. Products
4. Learning Environment
Content
How can he/she access the information? How
do we Plan?
• Determine the Ability Level of Your Students
• Survey Past Records
• Align Tasks and Objectives to Learning Goals
• Survey Student Interests
• What are Your Students Multiple Intelligences
& Learning Styles? 
• What are Your Student’s Preferences and
Motivators?
Process
How to process information, organize, store retrieve &
apply information?
• Flexible Grouping is Consistently Used
• Groupings are Not Fixed, and Should Be Dynamic in
Process
• Teach Whole Class Introductory Discussions ,then
Follow with Small Group (or) Pair Work.
• Direct Instruction 
• nquiry-Based Learning 
• Cooperative Learning
• Classroom Management Benefits Students and
Teachers
Products
o Culminating projects that ask the student to
rehearse, apply, and extend what he/she has
learned in a unit
• Initial & On-Going Assessment of Student
Readiness & Growth are Essential
• Authentic Assessment
• Students are Active & Responsible Explorers
• Vary Expectations & Requirements for Student
Responses
• Consider each Student’s Multiple Intelligences
& Learning Styles Based on Outcomes
Learning Environments
The way the classroom works and feels
• How the Classroom is Organized?
Classroom Behavior Management System is in
Place
 Procedures
 Consequences
 Positive Intervention
What is an IEP?
 IEP stands for Individualized Education
Program (IEP). The IEP is a written LEGAL
document that describes the education plan
for a student with a disability.
Among other things, your IEP talks about:
• your disability
• what skills you need to learn
• what you'll do in school this year
• what services your school will provide
• where your learning will take place.
What is the Purpose of an IEP?
o The purpose of the IEP is to make sure that
everyone you, your family, and school staff knows
what your educational program will be this year.
Why IEP is needed?
o IEP is needed;
o For learners to assure their right to education;
o For teachers and specialists to deliver effective
programs to SWSN;
o To overcome barriers to learning which cannot be
overcome by regular classroom strategies;
o To prevent repetition and dropout;
IEP Formulation
• The organization of an IEP may go through
some steps that help its implementation and
monitoring. The steps include;
Step 1: Identification of the learner with
learning difficulties -Identification of the
competences and needs of the learner should
be based on information gathered by
teachers, SNE teacher (if there is), principals
and parents/guardians.
Step 2: Team Formulation
IEP is a team work Many professionals are likely to
be involved in providing service and support to
the learner.
• The learner, parents/guardians, the teacher and
principal form the core of an IEP team which then
can be completed by other members.
• The regular school teacher and/or SNE teacher
initiates the organizing and forming the team
• The composition of the team depends on the
needs of the learner and on the availability of
additional professionals (therapists, assistants,
counselors etc)
Step 3: Setting goals and working towards them
• The IEP team sets the goals and defines the
practical solutions that will be carried out in
the classroom and other possible
environments.
Step 4 Designing the IEP- When designing the IEP you have to focus
on the following areas: Date of initiation and formulation of the
IEP
• Some historical background
• Competencies
• Description of learners situation in school and difficulties in
learning:
• Goals
• Long term goals
• Short term goals
• Methods
• Materials provided
• Arrangements and learning environment:
• Support
• Assessment
• Evaluation of the IEP procedure
Unit 5: Behavior management modifications
• ICR demand modifying or change in way of
managing misbehavior from
punishment(negative management) to
positive (discipline).
• What is punishment and its effect
• Punishment is an action (penalty) that is
imposed on a person for breaking a rule or
showing improper conduct.
• Punishment aims to control behavior through
negative means.
Cont…
• Two types of punishment are typically used
with children:
 Verbal punishment involving negative verbal
warning disapproval, insulting
 Corporal punishment involving severe physical
or emotional pain
Both types leave the following consequences
 The child learns that the adult is superior, and
the use of force – be it verbal, physical, or
emotional – over younger, weaker persons.
What is Discipline and how to promote in ICR ?
• Discipline is the practice of teaching or
training a person to obey rules or a code of
behavior in both the short and long terms.
• While punishment is meant to control a
child’s behavior, discipline is meant to develop
a child’s behavior, especially in matters of
conduct.
• It is meant to teach a child self-control and
confidence by focusing on what it is we want
the child to learn and what the child is capable
of learning.
In ICR teachers expected to use positive discipline
techniques
1. Understanding reasons-students may
misbehave due to:-
Personal
Poor teaching
External factors
Need for attention
2. Modeling- showing through example
3. Encouraging positive behaviors-it is a type of
reward that stimulates the child to work, learn,
achieve, and builds self-esteem
4. not giving encouragement for misbehavior –
such as ignoring attention-getting behaviors
5. Reinforcing correct behavior- eye contact, a
nod, a smile, extra credit points, social
recognition. When rewards are used, they
should always be immediate and small, yet
gratifying.
Seven Principles for Positive Child Discipline
1. Respect the child’s dignity
2. 2. Develop pro-social behavior, self-discipline,
and character
3. 3. Maximize the child’s active participation
4. 4. Respect the child’s developmental needs
and quality of life
5. 5. Respect the child’s motivation and life
views
6. 6. Assure fairness (equity and non-
discrimination) and justice
7. 7. Promote solidarity
The following may help teachers in controlling
the behavior in the classroom:
 Develop the rules of the classroom; the main
rule being to respect one another.
 Avoid confrontations and power struggles.
Provide an appropriate peer role model.
 Develop a system or code that will let the
learner know when behavior is not
appropriate.
 Ignore attention seeking behaviors that are
disruptive to the classroom.
Cont…
 Develop a code of conduct for the classroom and
visually display it in an appropriate place where all
learners can see it, review it frequently.
 Provide immediate reinforcement and feedback.
 Create an interesting curriculum with materials
that are meaningful to children: it helps learners
to be interested and become involved.
 Develop observation and recording skills to
determine what causes a particular behavioral
problem.
Unit 6: Resources for the Inclusive Classroom
Adapting and Modifying Teaching Materials
• involve making changes to the equipment and / or
supplies to which a learner with SEN has access to
learning during the lesson.
• These can include flash-cards to help with reading; wall
charts and pictures.
• Adjust the readability level of written materials by e.g.
providing large print texts,
• Provide spoken or tactile equivalents of written or
visual material (e.g. spoken description of visuals,
Braille, three dimension objects, tactile graphics).
• In teaching or testing procedures use enlarged print,
provide oral versions of tests, use calculators.
Cont…
Assistive Aids
Special aids and equipment to maximize the function of
individuals with particular impairments
obvious examples are
• glasses to help children see better;
• crutches and wheelchairs to help them move around
school more easily and
• hearing aids help children to hear better
• Orthosis (device that enhance partial functioning of a
body part)
• Prosthesis (artificial replacement of missing body part
arm, leg)
Unit 7: Collaborative Partnerships with
stakeholders and family Partnerships
• To make inclusive education happen schools
should work together with
• Concerned stakeholders with in the school
• Other schools with in the district
• The community including community workers,
people with disability organizations
Schools with Stakeholders
• Creating inclusive school or ICR requires partnership
between teachers, parents and others in the school.
1. Teachers work together sharing knowledge, skills,
experience and decision making
2. Work together with families
o The primary stakeholders in inclusive schools are
parents. Working together with families in order to
 support for children learning at home
 Share knowledge about the child – Families have
knowledge like child’s functioning at home,
community, his/her development, views, ability,
inters and so on.
Working together with other schools
• Inclusive education requires the active cooperation
and participation of all the schools within a district –
special school, pre-school, primary and secondary.
• schools work tougher with others schools through
sharing
 knowledge, skills, experience, special training in
special needs education and decision making
 Resources including-
 Human resources like special needs teachers, sign
language interpreter etc.
 Adapted teaching materials
 Assistive aids
Working with community workers, people with
disability organizations
• Working together with health Personnel's
• Schools need to foster close links with health
personnel.
• Every country has a network of community
health workers.
• In your community there may also be doctors
and nurses you can contact or a mobile health
clinic.
• There could also be specialists such as
therapists
Cont…
• working together with community workers like
NGOs, GOs, Voluntary organizations Often
they raise funds, make donations to
individuals and provide services for students
with special needs
• Working together with Disability organizations
Offer training and support for their member
Thank you!!