Inclusive teaching What is inclusive teaching?
In the Intermediate Phase, it is crucial that learners find themselves in an environment where they can develop an interest in learning and the belief that they can learn.
Inclusive Education is defined as 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 styles and language.
Inclusion is about acknowledging and respecting:
• that all children have the right to learn • that all children can learn • that all learners need support • that all learners are unique and have different, but equally valued, learning needs • that all learners need the opportunity to build on their own unique strengths • that the learner is the centre of the teaching and learning process • that there are differences in learners, e.g. age, gender, language, culture, learning styles, disabilities, HIV status, and so on. Inclusion is also about: • enabling educational structures, systems and learning methodologies to meet the needs of all learners
• more than just formal schooling – it embraces learning that occurs in the home, community, and so on
• changing attitudes, behaviour, methodologies and environments to meet the needs of all learners
• ensuring maximum participation of all learners in the culture and curriculum of all educational institutions
• identifying and minimising barriers to learning that can occur at any level of the system.
Some of the learners in your class may already suffer from exclusion or think negatively about education. There is no reason for their exclusion from class activities. It is the responsibility of the teacher to ensure the inclusion of these learners. This means adapting activities to suit their needs and capabilities. It is equally important that the class is not divided because of this. Rather, learners with these challenges should be accepted and helped where possible by their peers. Learners should at all times be discouraged from teasing, bullying or ignoring learners with special needs. When these attitudes are directed towards a learner they create in that learner a barrier to learning.
Practical guidelines for inclusive teaching
• Have a true understanding of each learner’s background, strengths, unique abilities, needs and barriers. Then use this information to inform your planning and give a clearer focus.
• Remember that the teacher is a facilitator of learning. • Keep the content and material as relevant as possible.
38 Section 3: Teaching and learning Life Skills
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42
