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Assignment - Inclusion
Review the readings above before beginning your assignment.
A resource worth noting is the Ontario Ministry of Education What Works? Research Into Practice research summaries. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html
Inclusive classroom practices are shared in many of these summaries and reviewing a few of them will assist you with this assignment and inspire your own inclusive classroom practices. They are all excellent so rather than choose for you, choose 3 that you have a particular interest in. Many of them reference inclusive practice and will assist you in furthering your understanding of inclusion. Be sure to bookmark this site so that you can return to it throughout this course and for future reference.
For this assignment you will demonstrate your understanding of Inclusion.
Create a presentation (PowerPoint, Prezi, etc.) or if you prefer, write a reflection paper demonstrating your understanding of Inclusion.
your own definition of Inclusion
what responsibilities you have as a teacher with respect to inclusion and education referencing policy and regulations
how as a teacher you already do or will provide for an inclusive environment in your classroom
specific examples of inclusionary practice
Other resources listed: http://www.edu.gov.on.ca/extra/eng/ppm/11.html
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1. "Calling upon other language skills to enhance second language learning" (March 2014)
2. "The Student Filmmaker" (March 2012)
3. "Problem Based learning in mathematics" (November 2009)
Inclusion according to the ministry of Ontario
-"Education that is based on the principles of acceptance and inclusion of all students" (Ontario's Equity and Inclusive Education Strategy, 2009)
Inclusion according to Brian Harman
-"Inclusive schools and classrooms talk about helping everyone. School personnel will emphasize how the classroom/school will be changed to support the success of a child. The talk will be about how the extra adaptations and services will benefit everyone. Celebrating diversity, helping everyone and having a support worker for the class are key. When looking at the IEP, strategies will be used to adapt and improve the classroom so that all students achieve success. Inclusion is about helping everyone."
My definition of Inclusion:
-Giving equal opportunity to succeed for all students based on the expectation that all students can succeed.
-As a classroom teacher of the Language Arts, I am continually trying to ensure that my practices reflect student interest as well as fairness. Providing students
with opportunity is a good beginning but offering all students opportunities to be equally successful is most important. I try to accomplish this through namely assessment practices. There are other methods to which teachers can achieve inclusiveness through classroom behavioral practices, but for now because I have the exemplars available I will focus solely on the ways that I use assessment to practice achieve an inclusive classroom.
The following are examples of how to incorporate inclusiveness into classrooms for teacher in TELL, the Language Arts, and Mathematics:
"Calling upon other language skills to enhance second language learning" (March 2014)
By Dr. Callie Mady (Nipissing University) & Dr. Jordana Garbati (Wilfrid Laurier University)
ISSN 1913-1100 What Works? Research Into Practice (Online)
-"Similarly, it has been noted that, rather than engaging second language learners with academic topics or rigorous content, some mainstream teachers lower their expectations for these learners."
-"With appropriate permissions, audiotape or videotape your class. Reflect upon the amount of students’ target language use. Do students produce extended amounts of target language? Are they afforded sufficient time to do so?"
-"When desirable, with cognitively demanding tasks, provide students with opportunities to plan for production using their first language. Students can, for example, develop notes and first drafts for a writing task in their first language before switching to the target language."
"The Student Filmmaker" (March 2012)
by Dr. David Hutchison
Brock University
ISSN 1913-1100 What Works? Research Into Practice (Online)
-"At first glance, handing students a video camera might seem to favour digital
literacy at the expense of more traditional forms of print literacy; yet students
who engage in well-planned and coordinated video production projects draw upon
and strengthen their print-based writing skills, while simultaneously developing
digital literacy skills.5 And the research shows that students do so in a purposeful
and motivated way that generates genuine excitement for learning."
-"An increasing number of teachers, eager to embrace digital forms of literacy,
are incorporating student video productions into the instructional program
and across a wide range of subject areas.11 In Ontario classrooms, for example,
Grade 7 students in the Grand Erie District recently created stop-motion videos
using claymation and LEGO,®12 while Grade 5 students in the Thames Valley
District produced videos warning about the dangers of cyberbullying."
-"Incorporating student-created video production into the curriculum not only
broadens the notion of what constitutes “literacy” and “texts” in the classroom
but also serves to reinforce traditional forms of literacy through the creation of
storyboards, scripts, and other print works. Furthermore, the opportunity to create
their own videos may generate genuine enthusiasm for learning on the part of
students.16 Indeed, in the projects chronicled by Ohler, Bruce, and Watts, students
retained a high degree of ownership, not only of the video production process,
but also of the personally meaningful stories the students told through video."
"Problem Based Learning in Mathematics" (Novermber 2009)
By Sheryl MacMath, John Wallace, and Xiaohong Chi,
ISSN 1913-1100 What Works? Research Into Practice (Online)
Ontario Institute for Studies in Education of the University of Toronto
-"Research emphasizes the value of PBL for extending student thinking and creativity.
Multifaceted problems (those that mimic real-life problems and allow a variety of
ways to reach a solution) can also be used in the classroom to reveal student mis conceptions that traditional tests miss. Our observations of Ms. Perry’s class reveal
that there is value in having students demonstrate they know when to use specific
procedures by working through problems."
-"Integrate your math PBL with social studies when you study families. Use this activity to observe if students know whether to use addition or subtraction. After teaching about families, have students draw a picture of everyone in their
family"
-"An understanding of adding, multiplying and estimating is required every time
we shop at a grocery store. Design a multifaceted problem around shopping in
a grocery store. Distribute grocery store flyers to each group."
