Critical Approaches to Inclusive Education

Section 1: Learning Plan

Individualized Learning Plan

For learners who have autism, individualized learning plans are essential because of their particular challenges. According to the earlier developed inclusive lesson plan, this is an individual plan for a student who suffers from autism in the second grade.

Learner’s Name: Audrey

Age:8

Grade: 2nd

Diagnosis: Pervasive Developmental Disorder

Individual Lesson Goals:

-Improve learner’s communication and social cues with caregivers and peers.

-Enhance learner’s comprehension cues

-Improve learner’s capability to participate in group works

Learning Objectives:

• At the end of the lesson Audrey would communicate with her peers as well as the adults using verbal and visual cues.
• Audrey will be able to isolate the key concepts and details of narratives based on the provided visual aids.
•  The learner will have developed an ability to participate in group work with an appropriate concentration span of over 15 minutes.

Individual Strategies:

• She will be receiving daily communication and social skill lessons from respective teaching assistants, who shall train her using the lesson’s available assets.
• The learner shall be made to participate in the daily reading activities as well as the attempts to use visual aids to answer comprehension questions provided by the teacher.
• Audrey will be made to join small group work activities with her peers with the support staff assisting her whenever she experiences challenges in these activities.
• Alex will participate in small group activities, with peer support and adult prompting as needed.

Individual Accommodations:

• Audrey will have visual programs for daily class activities
• She will have the sensory breaks as required daily

Individualized Assessment:

• Audrey will have her communication and social skills assessed through the detailed observational checklist as well as the video recording element.
• Her reading comprehension shall also be assessed through observation of her participation in class reading activities.

Implementation:

• Using visual instructional materials such as coloured charts and imaginative play, the instructional assistant will teach the selected learner communication skills on an everyday basis. Every day, Audrey’s teacher will assign comprehension of texts exercises that make use of illustrations along with understanding tests.
• Through peer assistance and adult guidance as needed, the instructor will present chances for small group activities.
• Consistently assessing her progress, the teacher will review the schedule and make any necessary modifications.
• The caregiver will receive regular updates on Audrey’s development and be urged to offer assistance at home.

In conclusion, a specific teaching approach to a learner with autism in the second grade must carefully take into account their particular requirements and objectives. A comprehensive strategy that makes use of solutions based on research and modifications must be developed in partnership with parents, instructors, and professionals (Robinson et al,.2018). Ongoing oversight and evaluation can help guide changes to the plan and make sure the learner reaches their full academic potential.

Section 2: Annotation

• Critical Discussion of Inclusion

Inclusion has been categorized as the most important element of education especially when an educator is handling learners with special needs such as learners with autism. Inclusion entails an educational principle of ensuring that every learner within a classroom is given an equal and fair chance to participate in all classroom activities and maximize their opportunities to excel (Williams & Tutt,2015). A classroom may be described as inclusive if the learners have a supportive and friendly environment that allows all learners irrespective of their challenges to participate in activities and learn with their colleagues. This section is a discussion of individual understanding of an inclusive classroom and how the teaching plan is informed by this understanding.

Inclusion can be defined differently based on the context of an application. In the field of education, the term describes policies and educational practices set to ensure that all learners irrespective of their abilities and their backgrounds are catered for, in the educational system (Banire etal,.2021). The Special Educational Needs and Disabilities 2015 code of practice defines inclusion to mean that every child as well as young adults are entitled to an educational opportunity, that enables them to progress (Department for Education, 2015). The code further explains that the education opportunity should make them progress so that these learners should attain their best, and be confident, as they transition to adulthood and higher education opportunities.

According to me, inclusion is fostering a learning atmosphere whereby every learner is valued and respected, irrespective of their talents or impairments (Al Jaffal, 2022). To ensure that all students have the chance to have equal experiences and possibilities, it is important to remove obstacles to gaining knowledge and attaining their overall growth. The goal of inclusion is to give everyone in the school the assistance they require to fulfil their greatest potential as well as treat every learner equally. This could entail changing instructional strategies, resources, and evaluations to better suit each student’s requirements.

I maintained the inclusionary tenets at the centre of my mind as I was developing the lesson plan. To ensure that all of the learners feel valued in the class, the lesson plan considers a warm and welcoming atmosphere. I have implemented an effort to make sure that all learners, despite their needs can utilize the resources that shall be used throughout the presentation of the lesson. To make the guarantee that every learner is successful at each instructional level suitable to them, I additionally employed differentiation tactics.

The incorporation of educational (learning) support assistants (LSAs) is a crucial component of my lesson plan which demonstrates my knowledge of inclusiveness(Borkett, 2019). Providing specialized assistance to children with autism as well as fostering an inclusive learning space, these support assistants’ LSAs can be valuable. According to their qualifications and expertise, the teaching plan has assigned every professional a distinct role to make sure that they can offer each learner the help they require. The educational and social growth of pupils with these special needs could be significantly aided by helpers like linguistic and speech therapists in the case. The three instructional assistants will be assigned to offer help to individual learners for instance in reinforcing the concepts of the lesson and finishing their homework.

I have considered the significance of differentiation when creating my lesson plan. Differentiating curriculum, resources, and evaluation to match the unique requirements of every learner is a crucial part of inclusive learning. A variety of tactics for differentiation, such as the use of imagery, practical exercises, and organizing group work, are incorporated into my lesson plan. Additionally, I presented learners with a variety of opportunities to demonstrate their understanding of the material, such as writing responses, illustrations in form of art and speaking engagements.

The incorporation of an individualized instructional strategy is a key component of the lesson plan. Differentiated teaching and learning refer to a method of educational instruction that entails tailoring lessons, resources, and evaluations according to every learner’s specific requirements(Robinson etal,.2018). The teaching plan has incorporated a variety of activities created to fulfil the various requirements of the special group of learners in the 2nd grade. The plan has incorporated visuals and auditory materials to allow the learners with various ways of learning to interact with the information (Meindl et al, .2020). To accommodate varying degrees of social engagement and assistance, the plan additionally provides learners with the chance to work alone, as well as in pairs or groups.

The proper use of evaluation methods is a crucial component of establishing an inclusive environment. It is crucial to employ tests that are accurate, dependable, and fair while also considering the various requirements of each learner. A variety of assessment techniques have been developed in the plan to give an accurate depiction of every learner’s development and growth. The utilization of rubrics is an evaluation method that I have integrated into my lesson plan. Evaluation rubrics serve as scoring templates used to assess how well learners perform according to predetermined standards. Since they offer precise and uniform feedback on students’ development and may be customized to match each student’s needs, evaluation rubrics are very helpful in promoting inclusivity. I have provided evaluation rubrics for all assignments in the lesson plan so that I can give learners detailed comments regarding their work and pinpoint any areas they might need more help.

Finally, formative assessment is another critical evaluation procedure incorporated into my lesson plan. Formative assessment is a continuous process of getting feedback on how well students are doing and applying the feedback to change the method of teaching to improve the learners’ experience (Borkett, 2019). Possibilities for learners to get feedback on their assignments have been included in the plan for both group projects and individual class projects. This system allows the instructor to recognize any areas where learners might need extra help and modify instruction methods appropriately.

Summary of 015 Code of Procedure for Special Educational Needs and Disability

Children and adolescents in Britain living with incapacitations that necessitate special educational needs and disabilities (SEND) should expect assistance according to the 2015 Code of Procedure for Special Educational Needs and Disability (Department for Education, 2015). Any educational institution, comprising of maintained educational institutions, Academies, and tuition-free institutions, along with institutions of higher learning and sixth-form colleges, must abide by the Code guidelines.

In accordance with the broad educational fundamentals outlined in the Code of Practice, every young learner and teenager is entitled to excellent educational opportunities, despite their socioeconomic status, and learning institutions should support the educational, emotional, and social development of every learner (Department for Education, 2015). The necessity for successful collaborations between parents, educators, and different specialists in helping children and young people with SEND is also highlighted, as is the significance of early recognition and evaluation of young learners with SEND (Department for Education, 2015). The Code of Practice outlines a precise procedure for diagnosing, evaluating, and helping kids and teens with Special Educational Needs, particularly the use of a graded methodology. evaluate, schedule, undertake, and analyze are the four phases that comprise this method. Universities are expected to utilize this method to determine the requirements of students having SEND as well as offer the proper support, which could involve curriculum modifications, specialized tools, or one-on-one assistance from an instructor or other experts(Robinson etal,.2018). Additionally, the Code of Responsibility stresses the significance of involving guardians, and other caregivers in choices regarding the education and welfare of their young learners, and offers instructions regarding how to do the tasks.

Caregivers are required to participate in periodic evaluations of their children’s development at the educational facilities as well as receive accurate details about their child’s needs. All educators and administrative personnel are expected to support young people, according to the Code of Practice, which emphasizes the value of an entire-school approach to SEND. Additionally, it emphasizes the necessity of effectively deploying assistance workers, such as instructional assistants and specialized support personnel; to make sure that kids and teenagers with SEND get the assistance they require (Department for Education, 2015). This Code of Practice further clarifies the duties assigned to municipal governments in aiding children under SEND, which includes their responsibility for recognizing and evaluating such children and teenagers to offer sufficient assistance, and to collaborate with educational institutions as well as other organizations to ensure that their demands are met. Code of Practice for Special Educational Needs and Disabilities (2015), offers thorough guidance regarding the accommodations which young learners with SEND can anticipate in England (Robinson etal,.2018). It emphasizes the value of equitable learning opportunities, early recognition of needs and evaluation, and successful relationships between educators, parents, and various other specialists.

• Aspects of Inclusion in the lesson plan

To ensure that every learner, especially those having special needs, receives an equal opportunity for educational advantages, inclusion is a crucial component in education. The teaching plan has included a variety of tactics and methodologies for a class of second-grade autistic pupils that are intended to facilitate inclusiveness and foster successful educational experiences for everyone in the class. This section is the analysis of two crucial components of the lesson plan—the use of teaching assistants and using comprehensive assessment techniques—and how they foster inclusion for the selected group of learners.

(a)Use of Learning Support Assistants

The educational and developmental growth of children with special needs is frequently significantly supported by teaching assistants, also known as learning support assistants. Three instructional support staff, each staff given a particular responsibility towards meeting the requirements of children in the class, are listed within the lesson plan. They shall work with students with needs, working directly to support individual students.

According to study findings, using teaching assistants is the most effective technique as it fosters the learning and growth of learners having special needs. To be effective in their responsibilities, teaching assistants must have the right training, as the quality of the assistance they offer might vary in a learning environment (Webster & Blatchford, 2017). The teaching plan clearly outlines each LSA’s responsibilities and roles in the classroom, the instructor will continue to offer them assistance and suggestions to make sure they can do their duties to the best of their abilities.

(b)Inclusive Assements

The application of detailed inclusive assessment techniques is a crucial component of developing a positive educational climate. Incorporating assessment into the process of learning and instruction is crucial because it can enhance inclusion. A variety of assessment techniques that are intended to give an accurate depiction of each student’s development and advancement have been incorporated into my instructional plan.

According to research, employing inclusive methods of evaluation can be a successful strategy for promoting the academic and social development of young learners with special needs as evident in the case of children with autism. To fulfil the unique requirements of every learner, inclusive assessment procedures entail adjusting assessment methods as well as resources (Salend, 2016). This can entail using different testing techniques, changing the assessment projects, or offering further assistance to slower learners. I have incorporated a variety of assessment tools, such as formative evaluations, evaluation rubrics, and a variety of alternatives for showcasing learning, into my lesson plan. These methods allow me to provide learners with an accurate observation regarding their progress in school. Despite the support of the concept of using teaching assistants and formative assessments not all studies supports the use of these techniques. According to a specific study, the use of instructional assistants can fail to be as beneficial in cases where these assistants have inadequate training or are substitutes for trained teachers(Borkett, 2019). Comparably, several studies indicated that, despite the possibility of their effectiveness, inclusive evaluation procedures can also be demanding of resources and time (Curran, 2019). The analysis provides efficient methods for promoting inclusivity in classroom environments, even with the challenges involved. In a particular example, whenever the technique is applied in the context of excellent instructors and whenever the involved professionals are properly trained in their fields of specialization (Griful-Freixenet etal,.2020). Differentiation technique has been equated to the use of assistive devices, whereby inclusive methods for evaluation tend to be most successful when utilized in combination with a variety of additional methods and tactics. I think that by putting these suggestions into consideration, I will ultimately be capable of integrating instructional assistants as well as diverse assessment techniques in my classroom instruction plan successfully and promoting the development of my chosen group of learners.

The teaching plan consequently emphasizes the placement of Learning Support Assistants to give more assistance to learners throughout the process of learning to support inclusion for the selected learners. The concepts of Universal Designs for Learning (UDL), which emphasise the necessity of providing alternative modes of interaction, representation, behaviour, and articulation to fulfil the different learning requirements of every learner, are the foundation upon which the utilization of LSAs is founded (Griful-Freixenet etal,.2020). The foundation of the UDL model is the concept that students have a range of skills, passions, and interests and that educational materials and instruction must be created in a manner that is adaptable and sensitive to these learning variations. Every LSA in the lesson plan has a specific role of aiding every learner considering their difference in learning the instructional concepts. The educational strategy consequently emphasizes the placement of Learning Support Assistants who provide more assistance for learners throughout their educational journey to facilitate inclusion for the chosen groups of learners. The concepts of Universal Designs for Learning (UDL), which emphasise the necessity of offering alternative modes of interaction, participation, behaviour, and articulation to fulfil the different learning requirements of every learner, are the foundation of the utilization of LSAs (Griful-Freixenet etal,.2020). The foundation of the UDL model is the concept that students have a range of skills, passions, and preferences which means educational materials and instruction must be established in a manner that is adaptable and sensitive to those variations.

The incorporation of inclusive methods for evaluation is an additional element of inclusivity in the educational approach. Evaluations must be equitable and impartial for every learner, irrespective of their backgrounds or learning requirements (Finkelstein et al., 2021). Using a variety of assessment techniques, such as observations, unstructured assessment, and self-evaluation, inclusive evaluation procedures are included in the developed teaching plan. These techniques are created to give students numerous opportunities to exhibit their understanding in manners that are compatible with their skills and assets. According to study findings, the implementation of inclusive evaluation methods can enhance the inclusion and educational achievement of a group of learners who have impairments. Particularly, inclusive assessment procedures can boost student involvement and interest in the educational process by identifying their unique abilities and requirements as well as providing a more accurate representation of their academic progress (Finkelstein et al., 2021). It is crucial to remember that integrating inclusive evaluation techniques ito the teaching process can be difficult, especially in classes with mainstream instruction when there is an extensive spectrum of learner variability and few assets (Gargiulo & Metcalf,2022). To establish and execute inclusive evaluation processes, instructors must receive instruction and assistance.

(c)Differentiation:

Differentiation is a crucial component of my instructional plan since it fosters equality. Differentiation is the practice of customizing the teaching plan to every learner’s unique needs and capabilities. Differentiation can take a variety of forms in the framework of this instructional plan. Based on the pupil’s current state of proficiency, the open-ended assignments I have created can be discussed in a variety of methods. For instance, locating photos or scribbling down the titles of the items might be used to finish the scavenger- Hunt task. Because of this adaptability, learners can participate in this task at their pace and capacity.

To engage learners who are experiencing trouble understanding sensory information, I also included sensory-related tasks in the lesson plan. The benefits of sensory-based tasks include the ability to control the emotions of these learners and foster emotions of tranquillity. For instance, the sensory table exercise is made to give the learners a variety of sensory stimulation like touching different surfaces and manipulating various items. Depending on the student’s particular needs and preferred sensory input, the activity can be modified.

Differentiation is an incredibly successful strategy that promotes inclusion in a classroom setup according to studies (Gargiulo & Metcalf,2022). This technique ensures that everyone in the class has an understanding of the academic material and enables instructors to adapt to the various requirements of learners. A variety of techniques, such as assignment, material, and assistance differentiation, may be applied to accomplish differentiation. To guarantee that every learner gets assistance in the learning environment, the best practice advises teachers to combine these strategies.

Conclusion

The central tenet of classroom instruction is diversity and inclusion, a concept that attempts to ensure that every learner can learn as well as engage in class to the maximum potential. Meeting the various requirements of learners with autism requires the adoption of inclusive educational approaches. Young learners with autism may achieve their maximum potential with the support of an in-depth strategy that combines working alongside caretakers, instructors, and experts, makes use of individualized education, and incorporates inclusive evaluation methods. The results for kids having autism can be improved via continual study and assessment of educational strategies. The lesson plan has been developed to ensure that the atmosphere in the classroom values, and appreciates all the learners, irrespective of their strengths or impairments. I utilized different techniques to fulfil the unique requirements of every learner and have featured a variety of approaches to make sure that the instructional materials and tasks used in the session are relevant to all learners. I am confident that my lesson plan will contribute to the development of an inclusive classroom for all learners.

References

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Banire, B., Al Thani, D., Qaraqe, M., Mansoor, B., & Makki, M. (2021). Impact of mainstream classroom setting on the attention of children with autism spectrum disorder: An eye-tracking study. Universal Access in the Information Society, 20, 785-795.

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Griful-Freixenet, J., Struyven, K., Vantieghem, W., & Gheyssens, E. (2020). Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review. Educational Research Review, 29, 100306.

Meindl, J. N., Delgado, D., & Casey, L. B. (2020). Increasing engagement in students with autism in inclusion classrooms. Children and Youth Services Review, 111, 104854.

Robinson, D., Moore, N., & Hooley, T. (2018). Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England. British Journal of Guidance & Counselling, 46(4), 479-491.

Williams, P., & Tutt, R. (2015). The SEND Code of Practice 0-25 Years: Policy, Provision and Practice. The SEND Code of Practice 0-25 Years, 1-144.