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Description of the problem
Existing teaching strategies and instructional techniques have suggested various teaching methods and instructional settings to overcome learning problem in an inclusionary classroom. In a language class room students have often showed the symptoms of difficulties in reading and writing. The fact that students read and write slowly and painfully, reveal wide discrepancy between listening and reading comprehensions and difficulty in recalling learned words and phrases. Generally inclusion strategy is used to benefit students with disabilities, where there is a great number of evidences concerned to the success of students in inclusive classroom settings. Many studies reveal the fact that inclusive classroom setup is helpful to the general education and betterment of students. The findings indicated that general education students benefited largely from this inclusionary classroom setting. (Hoban, 1999, para.1). This proclamation recognizes that inclusion holds no negative effect on even students without disabilities.
Instructional objectives
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To develop basic language skills LSRW(listening, speaking, reading, and writing)
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To analyze learning disabilities
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To avoid discrepancy between listening and comprehension
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Evaluate inclusion program in the settings of a 3rd grade special education inclusion classroom
Instructional settings
The classroom contains ten (8-10) year old students with different socio-economic backgrounds. Students have different IQ levels and different motor sensory skills. Some of them have felt difficulty in reading. Students have their own innate ability to acquire knowledge. External environment provides immense help for the students. Peer groups and other people play a vital role in the process of knowledge acquisition.
Instructional techniques and activities
Primarily, the teacher creates a good rapport with the students and motivates them towards the learning process. Then shows some pictures and figures and asks them to identify the objects. Students with learning disabilities show difficulty in identifying the objects. The teacher also motivates them to connect the class room topic with their previous knowledge.
Teacher asks the students to write short notes and material descriptions about the objects connected to things which are familiar with their surroundings. Reading exercises help the students to overcome reading disabilities. Jack C. Richards and et al remark; To encourage student interaction in the class, many reading passages can be done as pair work, group work or whole class activities. (Richards, Hull & Proctor, 1998, p.ix). Reading and writing exercises promote effective pronunciation and good reading.
Motivation techniques
Teacher can motivate the students to ensure their active participation in learning activities. Positive reinforcement techniques require positive learning outcome in an inclusion classroom. Teachers generally support the inclusion strategy but they must be built up on their teaching abilities. The online article entitled Motivating Reading in Elementary SchoolClassrooms comments that; Motivation has a directive, sustaining quality that energizes and maintains learning activities. (Li, 2004, para.1). School authorities must provide important materials and special exercises to the teachers during their training period as well. There is a common core of knowledge that all teachers should have to work effectively in inclusive schools. (Curriculum Article, 2010, para.27). It is sure that well trained teachers with enough resources solve the negative aspects of the inclusion on general education. Some times inclusion method is questioned and remains as a controversial matter in educational field. More educationalists are supporting inclusion strategy but some have arguments against the concept. Good teachers are those who can meet the needs of all the students, regardless of what those needs may be (Special education inclusion, n.d., para.4). Here it says that a good teacher can overcome the differences in a classroom, but then the doubt still remains whether inclusion strategy is good or bad for the general education students.
Questions are being asked that relate to the problem
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Does childrens behavior influence in the special inclusion programs in a general education setting?
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Does an inclusion program help both disabled and non disabled children in a general education classroom?
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What are the perceptions on teachers and parents about the effects of inclusion in general education students?
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Do social and financial barriers affect inclusion programs in a general education setting?
Reference
Curriculum Article. (2010).Special education inclusion. Retrieved from Education World Inc. Web.
Hoban, M. A. (1999). The effects of inclusion on general education students: Abstract. Boston College Dissertations and Theses. Web.
Li, X. (2004). Motivating reading in elementary school classrooms. National Charter School Institute. Web.
Richards, J. C., Hull, J., & Proctor, S. (1998). New interchange: English for international communication. Cambridge University Press. Web.
Special education inclusion. (n.d.). WEAC. 2010. Web.
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