Inclusive Learning
'Differentiated Instruction is a way of thinking about teaching and learning that values the individual. Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.” (Tomlinson, 2001)
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Part of my responsibility as a teacher is to ensure that the curriculum is accessible to all, in order to enable students to reach their maximum potential. It is essential to my teaching practice that the classroom be considered a safe, inclusive learning environment for all. In order to achieve this goal, research into inclusivity and differentiation will need to be a fundamental aspect of my teaching practice. In this section, we see small scale research undertaken during my PME along with resources implemented during my schools placements.
References:
Tomlinson, C.A., How to Differentiate in Mixed Ability Classrooms, 2nd Ed., Alexandria, Association for Supervision and Curriculum Development
During my initial school placement I conducted a small scale case study in differentiation in special education. That case study was centred around Down Syndrome. Down Syndrome is the most common cause of a learning disability. It is a genetic chromosomal disorder affecting 1/556 births in Ireland. People with D.S. have an additional number 21 chromosome, so their chromosomal count amounts to 47 instead of 46.
While students with Down syndrome may share certain physical traits, each student is an individual and the level of general learning disability will range from mild to profound. According to Down Syndrome Ireland, increasing numbers of students with Down syndrome are opting to attend a mainstream Post-Primary school. For this reason, it is important that teachers are aware and educated on how to differentiate for students with Down Syndrome.
The Dyslexia Association of Ireland defines dyslexia as a specific learning difficulty affecting the acquisition of fluent and accurate reading and spelling skills. People with dyslexia process written material differently. This makes it hard to recognize, spell, and decode words.
Dyslexia affects approximately 20 percent of the population. This makes it a guarantee that as teachers, we will encounter students with dyslexia in our classrooms. This group presentation gives an overview on dyslexia and the assessment process, as well as providing tips, approaches, and resources for teachers.
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'Differentiation is an approach to teaching that attempts to ensure all students learn at their maximum rate, despite their many differences' - Geoff Petty, 2014
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The classroom should be an inclusive place for all - an environment which encourages student-centred learning. However, this is not always easy given the diverse nature of the student body. When done thoughtfully, differentiation can significantly impact pupils' ability to reach their potential. In this section, I provide examples of differentiation resources and approaches implemented while on school placement. These approaches sought to provide support for students with additional educational needs, or bridge the language barried for international students and make my classroom a more inclusive place.