Personal Philosophy - Concepts, Practical Strategies & Research - Capacity & Experience
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Help.
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Hindrance.
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Language & Labels 14/03/16
Mind Map of Discourse.
Inspired by Michel Foucault, a post structuralist philosopher, who focused on how historical events and changes effect discourse.
Inspired by Michel Foucault, a post structuralist philosopher, who focused on how historical events and changes effect discourse.
Exclusion - Segregation - Integration - Inclusion
The discourse surrounding disability and ability stems from multiple social factors (shown above) and historical factors. These factors combined form the current social norms for our communities. In Inclusive Education, we want to challenge norms and change the current discourse to one that is universal and much more appropriate.
Blake (1979), labeled students with additional needs "backward," "dull," "the problem" and "mentally handicapped," in todays society this language and segregation is not acceptable. We have moved towards a society that is much more sensitive to the discourse surrounding disability and ability. In saying this, we need to think about timeframe and realise that some people we share society with today are from this same generation as Blake and have an association to this language and discourse which will make integration that little bit more difficult.
Additional needs students are more frequently being integrated into mainstream schooling. It has taken a long time for us to come this far. Is this because we are more socially excepting or are we more equipped?
Inclusive Education can be viewed in many ways, some (like myself) see it as being the integration between able and disabled students in mainstream schooling. Whereas, some do not have the same views. Some still believe that students with additional needs should be segregated and attend special needs schools. I believe that students who have the capacity to learn and flourish in mainstream schooling should have every right to attend. It is when the needs of the student are compromised, I feel they need to attend a school that best addresses their needs. If this is a special schooling facility with specialist teachers for their particular needs, then yes I believe it is necessary and needs to be taken on a case by case basis.
History has shown the change in the attitudes from segregation to inclusion has been poignant.
Boyle (2011), argues that defining Inclusive Education has been difficult and will continue to be. I agree. "A major contemporary challenge of inclusive education is to reduce the gap between 'special' and 'regular' students at the classroom level." p.1 The needs for students are vastly different and ever changing, even more so for additional needs students so we as teachers need to determine how we can provide excellent learning opportunities for all students. Inclusive Education opens the doors for students with diverse needs to explore many social and emotional capabilities such as; compassion, communication, coping methods and social interaction. People of all ages should value both the rewards and challenges that inclusive education can provide us. (Boyle, 2011, p. 73)
The discourse surrounding disability and ability stems from multiple social factors (shown above) and historical factors. These factors combined form the current social norms for our communities. In Inclusive Education, we want to challenge norms and change the current discourse to one that is universal and much more appropriate.
Blake (1979), labeled students with additional needs "backward," "dull," "the problem" and "mentally handicapped," in todays society this language and segregation is not acceptable. We have moved towards a society that is much more sensitive to the discourse surrounding disability and ability. In saying this, we need to think about timeframe and realise that some people we share society with today are from this same generation as Blake and have an association to this language and discourse which will make integration that little bit more difficult.
Additional needs students are more frequently being integrated into mainstream schooling. It has taken a long time for us to come this far. Is this because we are more socially excepting or are we more equipped?
Inclusive Education can be viewed in many ways, some (like myself) see it as being the integration between able and disabled students in mainstream schooling. Whereas, some do not have the same views. Some still believe that students with additional needs should be segregated and attend special needs schools. I believe that students who have the capacity to learn and flourish in mainstream schooling should have every right to attend. It is when the needs of the student are compromised, I feel they need to attend a school that best addresses their needs. If this is a special schooling facility with specialist teachers for their particular needs, then yes I believe it is necessary and needs to be taken on a case by case basis.
History has shown the change in the attitudes from segregation to inclusion has been poignant.
Boyle (2011), argues that defining Inclusive Education has been difficult and will continue to be. I agree. "A major contemporary challenge of inclusive education is to reduce the gap between 'special' and 'regular' students at the classroom level." p.1 The needs for students are vastly different and ever changing, even more so for additional needs students so we as teachers need to determine how we can provide excellent learning opportunities for all students. Inclusive Education opens the doors for students with diverse needs to explore many social and emotional capabilities such as; compassion, communication, coping methods and social interaction. People of all ages should value both the rewards and challenges that inclusive education can provide us. (Boyle, 2011, p. 73)
Perspective & Awareness 8/04/16
Understanding Conditions - Personal Development
I believe in Personal Development. The more aware we are as teachers, the better education we can provide. Until this course, my awareness of the vast array of conditions out there was extremely limited. I had heard of many of the conditions in discussion but I wouldn't of known the first place to start when having that child in my classroom. Now with my research on ASD and the additional information gathered by peers, my confidence has definitely increased.
Creating a flyer on Autism was one of the most interesting and engaging assignments I have completed in a long time (link below). It is so hard to put yourself in the shoes of a child with any condition because we will never really know how they feel to a full extent. In saying this, I feel that now I would be well equipped enough to teach a child with this particular additional need. This learning will also help me with informal diagnosis', encouraging me to adjust my teaching to suit the needs of a child regardless if there is a formal diagnosis.
LINK TO AUTISM DOC
I believe in Personal Development. The more aware we are as teachers, the better education we can provide. Until this course, my awareness of the vast array of conditions out there was extremely limited. I had heard of many of the conditions in discussion but I wouldn't of known the first place to start when having that child in my classroom. Now with my research on ASD and the additional information gathered by peers, my confidence has definitely increased.
Creating a flyer on Autism was one of the most interesting and engaging assignments I have completed in a long time (link below). It is so hard to put yourself in the shoes of a child with any condition because we will never really know how they feel to a full extent. In saying this, I feel that now I would be well equipped enough to teach a child with this particular additional need. This learning will also help me with informal diagnosis', encouraging me to adjust my teaching to suit the needs of a child regardless if there is a formal diagnosis.
LINK TO AUTISM DOC
Personal Experience 08/04/16
Below are some experts from my professional practice reports. I can link them to the AITSL Standards (2014) listed below. The experts have been written by my mentors and give an insight into me as an educator and my ability to be inclusive in the classroom.
Know students and how they learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic background
Know the content and how to teach it
2.3 Curriculum, assessment and reporting
Plan for and implement effective teaching and learning
3.2 Plan, structure and sequence learning programs
3.5 Use effective classroom communication
3.7 Engage parents/ carers in the educative process
Create and maintain supportive and safe learning environments
4.1 Support student participation
4.4 Maintain student safety
Assess, provide feedback and report on student learning
5.2 Provide feedback to students on their learning
Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities7.4 Engage with professional teaching networks and broader communities
1.3 Students with diverse linguistic, cultural, religious and socioeconomic background
Know the content and how to teach it
2.3 Curriculum, assessment and reporting
Plan for and implement effective teaching and learning
3.2 Plan, structure and sequence learning programs
3.5 Use effective classroom communication
3.7 Engage parents/ carers in the educative process
Create and maintain supportive and safe learning environments
4.1 Support student participation
4.4 Maintain student safety
Assess, provide feedback and report on student learning
5.2 Provide feedback to students on their learning
Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities7.4 Engage with professional teaching networks and broader communities
Strategies for special needs students 11/04/16
- Focus on what the student is doing well and start them where they are already successful.
- What was my last point of success?
- Connect ideas and concepts to experiences
- Where have I seen something like this before?
- Identify where they are struggling and where they are at
- What was the last thing I completed with ease?
- Scaffold learning
- Break the task down into smaller parts.
- Offer variety by using techniques, books & materials that students haven't used/seen before.
- Stimulate the neuro-typicals.
- Only change one thing at a time, whether it be a shift in the visual presentation or the text.
- Use multi-sensory methods and concrete materials
- Give only 2-3 instructions at a time, then repeat them.
- Get students to repeat the instruction or get another student to model the instructions.
- Say it, read it, write it.
- Combine visual and auditory methods of instructions.
- Put in place a good routine.
- Allow students the 'Gift of Time'
- Talk to your partner first
- Force think time- put a hand up on the board, until removed, students will need to engage in deeper thinking. (Hughes, 2016)
Stop Animation 12/05/16
My stop animation presentation is a collection of imagery that represents my history as a learner and who I hope to be as a teacher. The graphic montage is created around my themes of family (as a major stakeholder), inclusion, positive life experiences and creativity. These themes are central to my make-up as a person.
I studied Graphic Design previously to Teaching so based on my creative background I feel that illustration is the best way for me to express myself. My Graphic Design skills allow me to focus on my creative side. Now that I am in the process of learning who I am as an inclusive teacher, I think that my creativity will be extremely useful as I am not short on creative ideas and can always think of a way to differentiate.
As well as being a visual learner, I feel that I show characteristics of a kinaesthetic learner, as 'doing' is a major part of how I interpret information. Due to my style of learning I feel that I will be able to relate to students that also learn in this way and be able to differentiate my modes of delivery in lessons to factor in these differences. Schunk, D. (2008) claims “teachers who use graphics in their teaching and have students employ graphics (e.g., overheads, PowerPoint presentations, demonstrations, drawings, concept maps, and graphic organisers) capitalise on visual information processing and are apt to improve learning.” These are visuals that I am more than comfortable to create and bring into my classroom as this is a passion of mine.
Travel not only allowed me to understand other cultures it also gave me a new found appreciation for our own country and the individuality of people- everyone has their own story and we need to appreciate this. It made me so grateful for the opportunities that are presented us here in Australia and how lucky we are to live in such a safe, multicultural country. Whilst travelling it was amazing to see how many people admired the Australian culture and longed to be educated in Australia. This makes me very excited about the prospect to teach students that have English as a second language, as I will be learning from them just as much as I will be teaching.
When I think of inclusive education many words come to mind, such as the ones included in my animation; emotion, loyalty, together, love, growth and values. My illustration focuses on growth; the tree represents my growth as a person due to my background and experiences. I hope that one day I can show my students to show them how individuality makes us who we are. I hope they will feel some-what empowered by watching.
I studied Graphic Design previously to Teaching so based on my creative background I feel that illustration is the best way for me to express myself. My Graphic Design skills allow me to focus on my creative side. Now that I am in the process of learning who I am as an inclusive teacher, I think that my creativity will be extremely useful as I am not short on creative ideas and can always think of a way to differentiate.
As well as being a visual learner, I feel that I show characteristics of a kinaesthetic learner, as 'doing' is a major part of how I interpret information. Due to my style of learning I feel that I will be able to relate to students that also learn in this way and be able to differentiate my modes of delivery in lessons to factor in these differences. Schunk, D. (2008) claims “teachers who use graphics in their teaching and have students employ graphics (e.g., overheads, PowerPoint presentations, demonstrations, drawings, concept maps, and graphic organisers) capitalise on visual information processing and are apt to improve learning.” These are visuals that I am more than comfortable to create and bring into my classroom as this is a passion of mine.
Travel not only allowed me to understand other cultures it also gave me a new found appreciation for our own country and the individuality of people- everyone has their own story and we need to appreciate this. It made me so grateful for the opportunities that are presented us here in Australia and how lucky we are to live in such a safe, multicultural country. Whilst travelling it was amazing to see how many people admired the Australian culture and longed to be educated in Australia. This makes me very excited about the prospect to teach students that have English as a second language, as I will be learning from them just as much as I will be teaching.
When I think of inclusive education many words come to mind, such as the ones included in my animation; emotion, loyalty, together, love, growth and values. My illustration focuses on growth; the tree represents my growth as a person due to my background and experiences. I hope that one day I can show my students to show them how individuality makes us who we are. I hope they will feel some-what empowered by watching.
Lesson plan 23/05/16
Below is a lesson plan that I have annotated, I have made various considerations regarding what I would try and do with my planning now after this course. I analysed the areas of assessment and realised how much I could improve my strategies to ensure that the assessments are purposeful and intentional.
I used to think...
I used to think that differentiating learning was to ask students "who have low self esteem" to participate or getting students who need scaffolding to be prompted "through the group conversation" and focus on "lower students who need that extra support." My lack of knowledge about differentiated assessment and inclusive education was clear in my lesson plan. Thinking back there were multiple students who had additional needs, some has intellectual disabilities and some students were EAL yet I did not make mention of any of them or how I would cater to them. Yes my lesson was successful but how would I assess their learning?
Now I think...
Now I think that assessment needs to be purposeful and intentional. A key focus when creating learning experiences and assessment is working out if they can be accessible by all students. With this lesson plan I do not believe I did that well. I also now understand the difference between assessment of/ for and as learning and how to apply this in an inclusive way. Some teachers may respond differently to assessment so the correct form needs to be chosen. I feel that assessment as learning is very important for students with additional needs as it is student centred and involves their active participation. For students with additional needs, they might be better at defining their own needs and how they learn rather than leaving them to their own devices in a summative task. (Hughes, 2016)
In all forms of assessment demonstration and instruction will need to be modified for varying needs, but they key is giving students multiple experiences to allow us as teachers to give them what they need.
Some additional strategies and tools that I will make a point of using in my classroom:
I used to think...
I used to think that differentiating learning was to ask students "who have low self esteem" to participate or getting students who need scaffolding to be prompted "through the group conversation" and focus on "lower students who need that extra support." My lack of knowledge about differentiated assessment and inclusive education was clear in my lesson plan. Thinking back there were multiple students who had additional needs, some has intellectual disabilities and some students were EAL yet I did not make mention of any of them or how I would cater to them. Yes my lesson was successful but how would I assess their learning?
Now I think...
Now I think that assessment needs to be purposeful and intentional. A key focus when creating learning experiences and assessment is working out if they can be accessible by all students. With this lesson plan I do not believe I did that well. I also now understand the difference between assessment of/ for and as learning and how to apply this in an inclusive way. Some teachers may respond differently to assessment so the correct form needs to be chosen. I feel that assessment as learning is very important for students with additional needs as it is student centred and involves their active participation. For students with additional needs, they might be better at defining their own needs and how they learn rather than leaving them to their own devices in a summative task. (Hughes, 2016)
In all forms of assessment demonstration and instruction will need to be modified for varying needs, but they key is giving students multiple experiences to allow us as teachers to give them what they need.
Some additional strategies and tools that I will make a point of using in my classroom:
- Anecdotal notes- academic, social and behavioural (both learning and emotional).
- Observation checklists
- Regular conversations
- Portfolio work
- Explicit questioning and answering
- Rating scales and rubrics that have precise descriptors and measures frequency. (Hughes, 2016)
Charles R. Drew Charter School 23/05/16
I had really positive thoughts towards the Charles R. Drew Charter School. Their results show that the programs are working and it is giving children the intensive learning intervention that they may not receive at other schools.
I love that given the program has a whole school approach, the data collected is collected regularly and allows teachers to be "able to formulate groups and target the students that will be in need of those interventions." (Charles R. Drew Charter School, 2016) The intervention is specific to the deficit of that child, this is a great example of equitable education.
I love that given the program has a whole school approach, the data collected is collected regularly and allows teachers to be "able to formulate groups and target the students that will be in need of those interventions." (Charles R. Drew Charter School, 2016) The intervention is specific to the deficit of that child, this is a great example of equitable education.
Positives
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Negatives
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Who am I as an inclusive teacher? 26/05/16
I used to think...
I used to think that when teaching for inclusivity, equality would be most important and the forefront of education as equality is giving people the same and in my eyes I saw this as equal opportunity for all.
When introduced to the term equity, I was thrown off and thought that it must be quite similar to equality, but now it is quite clear to me they are not the same.
Now I think...
Equity is giving people what they need whereas equality is giving people the same. In inclusive education, I now feel that equity is most important. Students have varying needs and these needs need to be accommodated accordingly. Safir (2016), states that "we must acknowledge the uneven playing field that exists for many: ELLs, students with special needs, children experiencing trauma or relentless poverty, and students of color who confront unconscious biases about their capacity." I agree, yes all students are entitled to equal opportunity, but their equal opportunity comes from equitable measures.
I used to think that when teaching for inclusivity, equality would be most important and the forefront of education as equality is giving people the same and in my eyes I saw this as equal opportunity for all.
When introduced to the term equity, I was thrown off and thought that it must be quite similar to equality, but now it is quite clear to me they are not the same.
Now I think...
Equity is giving people what they need whereas equality is giving people the same. In inclusive education, I now feel that equity is most important. Students have varying needs and these needs need to be accommodated accordingly. Safir (2016), states that "we must acknowledge the uneven playing field that exists for many: ELLs, students with special needs, children experiencing trauma or relentless poverty, and students of color who confront unconscious biases about their capacity." I agree, yes all students are entitled to equal opportunity, but their equal opportunity comes from equitable measures.