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Benefits of Inclusive Education

Benefits of inclusive education include: Children with disabilities can learn new social and life skills from their typically developing peers, while children without disabilities can develop more accurate views of those with disabilities. Both slow and gifted learners can benefit from inclusion. Teachers gain experience that improves their teaching skills by meeting more challenges with inclusive classrooms.

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Melisa Octavia Wiryawan
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105 views3 pages

Benefits of Inclusive Education

Benefits of inclusive education include: Children with disabilities can learn new social and life skills from their typically developing peers, while children without disabilities can develop more accurate views of those with disabilities. Both slow and gifted learners can benefit from inclusion. Teachers gain experience that improves their teaching skills by meeting more challenges with inclusive classrooms.

Uploaded by

Melisa Octavia Wiryawan
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
Download as docx, pdf, or txt
Download as docx, pdf, or txt
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Benefits of Inclusive Education

Children with disabilities


They can learn new skills through imitation.
They are with peers from whom they can learn new social and real life
skills that will equip them to live in their communities.
They have the opportunity to develop friendships with typically developing
children.
They get access to education in their communities instead of being sent
away to special schools or staying at home.
Children without disabilities
They are able to learn more realistic and accurate views about children
with disabilities.
They can develop positive attitudes towards those different from them.
They can learn from others who successfully achieve despite challenges.
Both slow and gifted learners can benefit from the inclusion.
Teachers
Get more challenges in teaching, it means he/ she will be able to improve
their teaching skills

1. Use Task Analysis very specific, tasks in sequential order.


2. Always keep your language simple and concrete. Get your point across
in as few words as possible. Typically, its far more effective to say Pens
down, close your journal and line up to go outside than It looks so nice
outside. Lets do our science lesson now. As soon as youve finished your
writing, close your books and line up at the door. Were going to study
plants outdoors today.
3. Teach specific social rules/skills, such as turn-taking and social distance.
4. Give fewer choices. If a child is asked to pick a color, say red, only give
him two to three choices to pick from. The more choices, the more
confused an autistic child will become.
5. If you ask a question or give an instruction and are greeted with a blank
stare, reword your sentence. Asking a student what you just said helps
clarify that youve been understood.
6. Avoid using sarcasm. If a student accidentally knocks all your papers on
the floor and you say Great! you will be taken literally and this action
might be repeated on a regular basis.
7. Avoid using idioms. Put your thinking caps on, Open your ears and
Zipper your lips will leave a student completely mystified and wondering
how to do that.
8. Give very clear choices and try not to leave choices open ended. Youre
bound to get a better result by asking Do you want to read or draw?
than by asking What do you want to do now?
9. Repeat instructions and checking understanding. Using short sentences
to ensure clarity of instructions.
10. Providing a very clear structure and a set daily routine including time
for play).
11. Teaching what finished means and helping the student to identify
when something has finished and something different has started. Take a
photo of what you want the finished product to look like and show the
student. If you want the room cleaned up, take a picture of how you want
it to look some time when it is clean. The students can use this for a
reference.
12. Providing warning of any impending change of routine, or switch of
activity.
13. Addressing the pupil individually at all times (for example, the pupil
may not realize that an instruction given to the whole class also includes

him/her. Calling the pupils name and saying I need you to listen to this
as this is something for you to do can sometimes work; other times the
pupil will need to be addressed individually).
14. Using various means of presentation visual, physical guidance, peer
modeling, etc.
15. Recognizing that some change in manner or behavior may reflect
anxiety (which may be triggered by a [minor] change to routine).
16. Not taking apparently rude or aggressive behavior personally; and
recognizing that the target for the pupils anger may be unrelated to the
source of that anger.
17. Avoid overstimulation. Minimizing/removal of distracters, or providing
access to an individual work area or booth, when a task involving
concentration is set. Colorful wall displays can be distracting for some
pupils, others may find noise very difficult to cope with.
18. Seeking to link work to the pupils particular interests.
19. Exploring word-processing, and computer-based learning for literacy.
20. Protecting the pupil from teasing at free times, and providing peers
with some awareness of his/her particular needs.
21. Allowing the pupil to avoid certain activities (such as sports and
games) which s/he may not understand or like; and supporting the pupil in
open-ended and group tasks.
22. Allowing some access to obsessive behavior as a reward for positive
efforts

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