Teaching strategies comprise of the methods and techniques that a teacher makes use of at the time of instruction. The teaching strategies can help in assisting the learning of the students and it can facilitate the process of effective learning of the students. Diverse student learner refers to the students belonging from racial, cultural and linguistically diverse families (Slee, 2018).
The educational planners should be able to understand the differences of the students in relation to cognitive characteristics can help them in adopting a standard for inclusive school that helps in the promotion of social equity for the inclusive societies. The learning challenges that a teacher has to deal with in a diverse classroom pertains to impairment in relation to physical, cognitive and the behavioural development that can affect the ability of the students of learning (Huijser, West & Heath, 2016). This essay throws light on the learning characteristics of the students and the barriers in relation to their learning. It will discuss about the teaching methods, materials and the resources that can help in fostering academic along with social inclusion of learners. It shall put forward the strategies that can successfully help in teaching the students suffering from the specific disabilities.
The students in the classroom have learning disabilities that has an impact on the process of their learning. There is a girl named Margaret who has hearing impairment and there are other two students called David and Tara suffer from specific learning disability. There is another students named Josh who is suffering from Attention Deficit Hyperactivity Disorder. The sensorineural loss that Margaret suffers acts like a hindrance pertaining to her learning and she makes use of speech reading that can help in maximising the communication abilities. She cannot understand the teachers along with the classmates that obstructs the process of learning in the classroom. David and Tara on the other hand cannot organize verbal information that obstructs their process of learning in the classroom (Armstrong, Armstrong & Barton, 2016). They cannot perform well in the case of a timed written exam. Josh is attentive in the class but in the event of interacting with the peers he has a tendency of constantly changing the topics. Josh has the tendency of leaving an activity or game in the middle that impairs the process of his learning within the ambit of the classroom.
There are certain teaching procedures along with techniques that can be integrated into the classroom teaching that can help in enhancing access of students to learning experiences. The students should form small groups and the grouping should be formed on the basis of their level that can help in personalizing the aspect of teaching. The students who have the similar skill level should be grouped together that can help them in making progress pertaining to their learning (Carrington et al., 2015). The students in the classroom can also be taught by the creation of classroom centers. The students of a particular center can focus on a particular area or the level. The centers should be made self-contained on the basis of instruction along with lesson materials (Duke et al., 2016). The classroom centers being self-guided can help the teacher in rotating among various centers that can help in providing appropriate guidance. The teacher can instruct multiple level of the students by the teaching of general concepts to that of the whole group and it can be paired with that of individual instruction by the teacher (Deppeler et al., 2015).
Providing the tape-recorded material can help in meeting the diverse needs of the students within the classroom. The teacher should teach phonemic awareness skills to the students that can help the students like Margaret, David and Tara in the classroom. The teacher can make use of videotape or a movie that can help in conveying information to the diverse students in the classroom. The teacher can teach word reading strategies that can help Margaret when she faces difficulties in relation to articulation of vowels along with the consonants. The teacher within the ambit of the diverse classroom can make use of assistive technology that can help in the process of transference of printed words to that of speech (Anderson & Boyle, 2015). The students in the classroom who are intellectually disabled can be provided with a reading buddy who will read aloud the printed material to the learner. The teacher can also provide glossary of the content-related terms that can be greatly beneficial for the students in the classroom. Josh has short attention span and it has been found that he frequently leaves a task in the middle. The teacher can provide spoken directions along with the pictures that can help the student like Josh in effective teaching to the students (Varcoe & Boyle, 2014). The teachers can provide assignment notebook or personal planner to the students of the classroom that can enable the students in learning things in a more effective manner.
There are certain approaches that can be made use of that can help in evaluating whether the student have achieved learning outcome in relation to teaching. Classroom assessment technique can be made use of that can help in evaluation of learning of the diverse students. The students can be provided with sheet of the paper and the students can write down the responses on that of the sheet of paper (Arishi, Boyle & Lauchlan, 2017) The responses should be collected and thoroughly analysed. In next session, the misconceptions should be clarified by the teacher. The commonalities pertaining to responses should be noted and changes should be brought about in the lesson plans that can help in improving the practice of teaching of the teacher (Hardy & Woodcock, 2015). This approach can help in providing the teacher with information that can help in the aspect of student learning of the diverse population in the classroom.
The formative feedback method that can be used by the teacher is highlighting and the students should be provided with “meets and exceeds” criteria that can help in judging the success of the students (Round, Subban & Sharma, 2016). The teacher can highlight the specific area of rubric in which the student has performed well with a particular colour and there are certain areas that needs more attention should be highlighted with a different colour. This can prove to be an effective method of formative feedback for the teacher within the ambit of the classroom.
The disability awareness of the students can be raised by teaching the students that differences in the society is normal but still people bear similarities. The teacher can emphasize on the common areas of the students and the children should be encouraged so that they come together. This can provide an opportunity for the students of bonding over that of the common interests. The interaction of the peers in classroom can prove to be an important part of learning process that can influence lifelong learning habit of the students (Sharma, Simi & Forlin, 2015). The peer groups should be formed in the class on the basis of the skillset and learning proficiency of the students (Brett, 2016). The students having learning disabilities should be put in a group with other students who do not have any kind of learning disabilities that can help in providing proper support to the mentally disabled children.
The inclusion teacher can work along with that of the general education teacher that can be of great help for that of the special education students. They can work together as a team that can help them in devising strategies that can help the class in effective learning (Subban & Mahlo, 2017). The collaboration of the teacher with specialist staff along with teaching assistants can help in understanding of the special education students that can help in improving their academic performance in the classroom setting. The teachers working together can help in developing a plan that can help them in successfully dealing with a difficult student (Best, MacGregor & Price, 2017).
The partnership can be made by the teacher with the family of the students that can help in supporting the engagement of the diverse learners within the classroom. The interaction with the families of the children can help the teacher in knowing regarding the interests of the learners which can then be used by the teacher in drawing the attention of the students in the classroom. It can help the teacher in developing interest towards the curriculum for the students. The teacher can know about the strength and the weakness of the leaner from the family which can then be made use of for teaching the students in the classroom. The students in the classroom can develop positive interaction with the help of active support provided by the teacher. The teacher should focus on emotional learning strategies that can encourage the aspect of reflection in the classroom (Sharma et al., 2018). The students should be encouraged by the teacher to think about the impact that individual actions along with words have on life of an individual. The different modelling opportunities can be employed by the teacher that can help in developing the abilities of the students so that they can take a different perspective (Hardy & Woodcock, 2015).
The teaching strategies are indicative of the methods that a teacher can use while delivering instruction within the classroom. Teaching strategies will prove to be useful in in facilitating process of learning of students. Some specific teaching procedures can be used in classroom teaching that can enhance access of the students to that of learning experiences. Small groups can be formed by the students based on level that can personalize teaching within the arena of the classroom. Videotape can be used by the teacher that can convey information to that of diverse students in classroom. Word reading strategies can be taught by teacher that can be useful for the students who face problems in reading in the class. Classroom assessment technique can properly ascertain the learning outcome pertaining to students. Inclusion teacher and general education teacher can come together that can help in meeting the diverse needs of the students in classroom. They can come together that can help them in creating strategies that can effectively impart learning to students in the classroom. The teacher can carry out interaction with the families of the learners that can help them in gauging the special interests of the students. The teachers can then utilise the interests and the strength of the students for bringing about improvements in their learning.
References:
Anderson, J., & Boyle, C. (2015). Inclusive education in A ustralia: rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22.
Arishi, A., Boyle, C., & Lauchlan, F. (2017, December). Inclusive education and the politics of difference: Considering the effectiveness of labelling in special education. British Psychological Society.
Armstrong, F., Armstrong, D., & Barton, L. (2016). Inclusive education: Policy, contexts and comparative perspectives. Routledge.
Best, M., MacGregor, D., & Price, D. (2017). Designing for Diverse Learning: Case study of place-based learning in Design and Technologies pre-service teacher education. Australian Journal of Teacher Education, 42(3), 6.
Brett, M. (2016). Disability and Australian higher education: Policy drivers for increasing participation. In Student Equity in Australian Higher Education (pp. 87-108). Springer, Singapore.
Carrington, S., Saggers, B., Adie, L., Zhu, N., Gu, D., Hu, X., … & Mu, G. M. (2015). International representations of inclusive education: How is inclusive practice reflected in the professional teaching standards of China and Australia?. International Journal of Disability, Development and Education, 62(6), 556-570.
Deppeler, J., Loreman, T., Florian, L., & Smith, R. (2015). Inclusive Pedagogy Across the Curriculum. Emerald Group Publishing.
Duke, J., Pillay, H., Tones, M., Nickerson, J., Carrington, S., & Ioelu, A. (2016). A case for rethinking inclusive education policy creation in developing countries. Compare: A Journal of Comparative and International Education, 46(6), 906-928.
Hardy, I., & Woodcock, S. (2015). Inclusive education policies: Discourses of difference, diversity and deficit. International Journal of Inclusive Education, 19(2), 141-164.
Hardy, I., & Woodcock, S. (2015). Inclusive education policies: Discourses of difference, diversity and deficit. International Journal of Inclusive Education, 19(2), 141-164.
Huijser, H., West, D., & Heath, D. (2016). The potential of learning analytics to systematically address diverse learning needs and improve student retention in Australian higher education. Advances in SoTL, 3(1).
Round, P. N., Subban, P. K., & Sharma, U. (2016). ‘I don’t have time to be this busy.’Exploring the concerns of secondary school teachers towards inclusive education. International Journal of Inclusive Education, 20(2), 185-198.
Sharma, U., Aiello, P., Pace, E. M., Round, P., & Subban, P. (2018). In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers. European Journal of Special Needs Education, 33(3), 437-446.
Sharma, U., Simi, J., & Forlin, C. (2015). Preparedness of Pre-Service Teachers for Inclusive Education in the Solomon Islands. Australian Journal of Teacher Education, 40(5), n5.
Slee, R. (2018). Inclusive education: From policy to school implementation. In Towards inclusive schools? (pp. 30-41). Routledge.
Subban, P., & Mahlo, D. (2017). ‘My attitude, my responsibility ‘Investigating the attitudes and intentions of pre-service teachers toward inclusive education between teacher preparation cohorts in Melbourne and Pretoria. International Journal of Inclusive Education, 21(4), 441-461.
Varcoe, L., & Boyle, C. (2014). Pre-service primary teachers’ attitudes towards inclusive education. Educational Psychology, 34(3), 323-337.
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