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  • Inclusive Teaching Reflection

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    Charmaine Beltran
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    Inclusive teaching aims to provide equal opportunities for education and social participation for all children, regardless of disabilities or other factors. It creates a learning environment that promotes the full development of all students. One practice the author had previously used, subjective assessment, was not conducive to inclusive teaching. Objective marking provides a more equal chance for all learners to receive the same quality of teaching and be assessed to agreed-upon academic standards. Inclusive classrooms must be sensitive to the diverse needs of students with disabilities and make appropriate provisions, such as sign language interpreters for deaf students or braille materials and mobility aids for visually impaired students.

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    Inclusive teaching aims to provide equal opportunities for education and social participation for all children, regardless of disabilities or other factors. It creates a learning environment that promotes the full development of all students. One practice the author had previously used, subjective assessment, was not conducive to inclusive teaching. Objective marking provides a more equal chance for all learners to receive the same quality of teaching and be assessed to agreed-upon academic standards. Inclusive classrooms must be sensitive to the diverse needs of students with disabilities and make appropriate provisions, such as sign language interpreters for deaf students or braille materials and mobility aids for visually impaired students.

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    57 views1 page

    Inclusive Teaching Reflection

    Uploaded by

    Charmaine Beltran
    Inclusive teaching aims to provide equal opportunities for education and social participation for all children, regardless of disabilities or other factors. It creates a learning environment that promotes the full development of all students. One practice the author had previously used, subjective assessment, was not conducive to inclusive teaching. Objective marking provides a more equal chance for all learners to receive the same quality of teaching and be assessed to agreed-upon academic standards. Inclusive classrooms must be sensitive to the diverse needs of students with disabilities and make appropriate provisions, such as sign language interpreters for deaf students or braille materials and mobility aids for visually impaired students.

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    Inclusive Teaching Reflection Paper
    The ultimate aim of education of children with disabilities is to make them live independent life
    in any given community. This means that they are expected to live the life of
    give and take

    . The current trend in education of children with disabilities is integration or inclusive education,
    which will enable children with disabilities to be included in all social activities. In most
    countries where inclusive education has been well organized, it has been found to bring about
    equalization of opportunity to education and social life. However, inclusive teaching has been
    defined from different perspectives. For me it is a learning environment that promotes the full
    personal, academic and professional development of all learners irrespective of race, class,
    gender, disability, religion, culture, sexual preference, learning style and language. One practice I
    had adapted unconsciously which was not in favor of inclusive teaching is subjective assessment.
    Therefore, objective marking paves the way for more inclusive and equal chances for learners to
    receive the same teaching quality and be assessed to certain agreed upon academic standards.
    Inclusive teaching therefore gives all children the opportunity to learn together without
    discrimination. This means that schools where inclusive teaching is taking place must be
    sensitive to the differences in the needs of various children with disabilities. For example,
    different provisions should be made for different inclusive situations-a class that has a deaf child
    must have such support services as an interpreter fluent in sign language, speech trainers, speech
    therapist, and school audiologist. The class should also be equipped with loops and the child
    should be given a hearing aid. In case of visually impaired children, they would need brailing
    equipment and brainiest, mobility aids, tape recorders, and optical devices, such as magnifiers
    for those with residual vision. They will in addition require the services of mobility instructor
    and resource teacher of the blind. The mentally retarded perhaps is the most difficult to deal
    with. Their inclusion must be carefully planned. The class size must be drastically reduced; level
    of inclusion will depend on the severity of the disability. The services of the following must be
    provided, teacher aide, resource specialist who assists with the development of the individualized

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