Relevant bibliographies by topics / Inclusive teaching and learning

Academic literature on the topic 'Inclusive teaching and learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Inclusive teaching and learning"

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Dewsbury, Bryan, and Cynthia J. Brame. "Inclusive Teaching." CBE—Life Sciences Education 18, no. 2 (June 2019): fe2. http://dx.doi.org/10.1187/cbe.19-01-0021.

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Over the past two decades, science, technology, engineering, and mathematics (STEM) faculty have been striving to make their teaching practices more inclusive and welcoming to the variety of students who enter college. However, many STEM faculty, even those at teaching-focused institutions, have been educated in a traditional environment that emphasizes research and may not include classroom teaching. This can produce a deficit in training that leaves many STEM faculty feeling uncertain about inclusive teaching practices and their essential undergirding principles. This essay describes an online, evidence-based teaching guide ( https://lse.ascb.org/evidence-based-teaching-guides/inclusive-teaching ) intended to help fill this gap, serving as a resource for science faculty as they work to become more inclusive, particular with regard to differences in race, ethnicity, and gender. The guide describes the importance of developing self-awareness and empathy for students as a precursor to considering classroom practices. It also explores the role of classroom climate before turning to pedagogical choices that can support students’ sense of belonging, competence, and interest in the course. Finally, the guide suggests that true inclusivity is a community effort and that instructors should leverage local and national networks to maximize student learning and inclusion. Each of these essential points is supported by summaries of and links to articles that can inform these choices. The guide also includes an instructor checklist that offers a concise summary of key points with actionable steps that can guide instructors as they work toward a more inclusive practice. We hope that the guide will provide value for both faculty who are just beginning to consider how to change their teaching practices and faculty seeking to enrich their current efforts.
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Fluminhan, Carmem Silvia Lima, Paula Teixeira de Castro, Elisa Tomoe Moryia Schlünzen, and Klaus Schlünzen Junior. "ARTICULATING THE CCM APPROACH AND LESSON STUDY: a promising teacher professional development towards inclusive education." Video Journal of Social and Human Research 1, no. 1 (July 22, 2022): 84–96. http://dx.doi.org/10.18817/vjshr.v1i1.17.

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Quality provision of inclusion is directly impacted by the extent to which inclusive teaching practices are provided in inclusive educational settings. Besides exploring the contemporary concept of inclusion, this paper addresses the international research literature on Lesson Study (LS) for inclusive settings and investigates the Constructionist, Contextualized and Meaningful (CCM) approach by Schlünzen et al. (2020) as a possible fit to create enhanced conditions for inclusive education in tandem with LS. Findings showed that international experiential studies using LS for improving inclusion shared similar nature with the CCM approach regarding the collaboration amongst teachers for effective professional learning and the centrality of the students' voices to improve and transform teaching practices towards inclusion. Finally, the study suggests that the articulated use of LS and the CCM approach might ignite more effective inclusive teaching practices whilst providing an education that promotes all learning, and meets the needs of all students in inclusive educational settings. This study also indicates further avenues for empirical research to deepen the understanding of how the LS movement and the CCM approach integrated to teaching and learning can impact education in different cultures.
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Rapanta, Chrysi, Mercè Garcia-Mila, Ana Remesal, and Cláudia Gonçalves. "The challenge of inclusive dialogic teaching in public secondary school." Comunicar 29, no. 66 (January 1, 2021): 9–20. http://dx.doi.org/10.3916/c66-2021-02.

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The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, which is part of a multi-country European project, eight Spanish and Portuguese secondary school teachers and their students participated in eight sessions performing dialogic lesson plans. Teachers attended two professional development sessions, one at the beginning of the project and another one later on. Classroom discourse data from sessions #3 and #8 were collected and analyzed using a pre-constructed coding scheme. The findings show a slight improvement in dialogicity from session #3 to session #8 with a persisting resistance from teachers to be more cumulative in their discourse. These findings confirm previous work showing that dialogic teaching is acquired gradually, and even when there are changes in teachers’ stance being more inclusive and inviting towards students, these changes do not necessarily represent a radical shift in the teaching methods towards being more student-centered. El reto de promover escuelas públicas más inclusivas que aborden las necesidades de la Sociedad del Conocimiento del siglo XXI es importante. En este artículo nos centramos en la inclusión como un proceso de diálogo que tanto docentes como estudiantes deben adoptar y desarrollar por igual en las aulas. La idea de la enseñanza dialógica inclusiva se explica y operacionaliza en un currículo dialógico inclusivo centrado en las disposiciones de alfabetización cultural. En este estudio, que forma parte de un proyecto europeo de varios países, ocho docentes de secundaria españoles y portugueses y sus estudiantes participaron en ocho sesiones que implementan planes de lecciones dialógicas. El profesorado asistió a dos sesiones de desarrollo profesional, una al comienzo del proyecto y otra más adelante. Los datos del discurso en el aula de las sesiones n.º 3 y n.º 8 se recopilaron y analizaron utilizando un protocolo de codificación validado. Los resultados muestran una ligera mejora en la dialogicidad de la sesión n.º 3 a la sesión n.º 8 con una resistencia persistente de los docentes para ser más acumulativos en su discurso. Estos hallazgos confirman el trabajo previo que muestra que la enseñanza dialógica se desarrolla gradualmente e incluso cuando la postura del profesorado pasa a ser más inclusiva y atractiva para el alumnado, este cambio no representa necesariamente un cambio radical en los métodos de enseñanza centrados en el alumnado.
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Amalia, Fitri, James Tangkudung, and Firmansyah Dlis. "THE EFFECT OF TEACHING STYLES AND COORDINATION TO THE LEARNING RESULT OF TABLE TENNIS SKILLS." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 4, no. 1 (July 30, 2018): 35–45. http://dx.doi.org/10.21009/jipes.041.03.

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The purpose of this research is to know the difference of influence of teaching style and coordination to the learning result of table tennis skill. The research was conducted on Physical education health and recreation University of education indonesia students. The research method used experiment with 2x3 factorial design, using 60 samples. Based on the results of research and discussion can be concluded that are as follows: 1) There is a difference in the influence of command teaching style with reciprocal teaching style to the learning outcomes of table tennis skills to students as a whole. 2) There is a difference in the influence of the command teaching style with the inclusive teaching style on the learning outcomes of table tennis skills to the students as a whole. 3) There is a difference in the influence of reciprocal teaching style with the teaching style of inclusion to the learning outcomes of table tennis skills to the students as a whole. 4) There is an interaction between the teaching style and the coordination of the learning outcomes of table tennis skills to the students. 5) There is a difference in the influence of command teaching style with the reciprocal teaching style on the learning outcomes of table tennis skills in groups of students who have high coordination. 6) There is a difference in the influence of the command teaching style with the inclusive teaching style on the learning outcomes of table tennis skills in the group of highly coordinated students. 7) There is a difference in the influence of reciprocal teaching styles with inclusive teaching styles on the learning outcomes of table tennis skills in groups of highly coordinated students. 8) There is a difference in the influence of the command teaching style with the reciprocal teaching style on the learning outcomes of table tennis skills in groups of students with low coordination. 9) There is a difference in the influence of the command teaching style with the teaching style of inclusion to the learning outcomes of table tennis skills in the group of students who have low coordination. 10) There is a difference in the influence of reciprocal teaching styles with inclusive teaching styles on the learning outcomes of table tennis skills in groups of students with low coordination. Keywords: Teaching Style, Command, Reciprocal, Inclusion, Coordination
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González-Gil, Francisca, Elena Martín-Pastor, Noelia Flores, Cristina Jenaro, Raquel Poy, and María Gómez-Vela. "Teaching, Learning and Inclusive Education: The Challenge of Teachers’ Training for Inclusion." Procedia - Social and Behavioral Sciences 93 (October 2013): 783–88. http://dx.doi.org/10.1016/j.sbspro.2013.09.279.

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Torres, José. "Las prácticas docentes inclusivas. Un camino sobre sus incidencias." Castalia - Revista de Psicología de la Academia, no. 36 (July 12, 2021): 109–27. http://dx.doi.org/10.25074/07198051.36.1922.

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La aparición y consolidación de la inclusión en el quehacer social y sobre todo en el educativo, tienen como propósito reducir la brecha de desigualdades que existen en las sociedades modernas. Las prácticas docentes que se llevan acabo en las aulas de clase, son el principal vínculo educativo para reducir las barreras para el aprendizaje. El presente artículo muestra un estado de conocimiento de las prácticas docentes inclusivas, con una inicidencia entre los años 2010-2020. Los hallazgos permiten realizar una exposición mediante cuatro núcleos analíticos: 1. Evolución del concepto de educación inclusiva, 2. La teoría de las prácticas docentes inclusivas, 3. Actitudes y autoeficacia; y 4. La evaluación de las prácticas para la inclusión. Los resultados muestran que el desarrollo teórico se sigue orientando hacia concretar una definición en común de educación inclusiva, dado que cada región la interpreta de acuerdo con las necesidades de su contexto y las propuestas metodológicas que generan a partir de diversas experiencias en países del continente europeo; ya que aún existen países de Iberoamérica marcados por la desigualdad social y vacíos en el desarrollo de estudios al respecto. -- The appearance and consolidation of inclusion in social work and especially in education, have the purpose of reducing the gap of inequalities that exist in modern societies. The teaching practices that take place in the classrooms are the main educational link to reduce barriers to learning. This article shows a state of knowledge of inclusive teaching practices, with an initiation between the years 2010-2020. The findings allow an exposition through four analytical nuclei: 1. Evolution of the concept of inclusive education, 2. The theory of inclusive teaching practices, 3. Attitudes and self-efficacy; and 4. The evaluation of practices for inclusion. The results show that the theoretical development continues to be oriented towards specifying a common definition of inclusive education, given that each region interprets it according to the needs of its context and the methodological proposals generated from various experiences in countries of the European continent; since there are still Latin American countries marked by social inequality and gaps in the development of studies in this regard.
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Gent, Pamela J., and Louis E. Gurecka. "Service Learning: A Creative Strategy for Inclusive Classrooms." Journal of the Association for Persons with Severe Handicaps 23, no. 3 (September 1998): 261–71. http://dx.doi.org/10.2511/rpsd.23.3.261.

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The movement for full inclusion is often hindered by the lack of creative and alternative teaching methodologies in regular classrooms. Service learning not only offers an alternative to traditional classroom teaching methods, it is also a vehicle to provide inclusive community based instruction, to promote the development of communities, and to provide functional skills training. This paper defines service learning and its components while also discussing applicability of service learning for all students.
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Avdiu, Eliza, Edita Bekteshi, and Brikena Xhaferi. "Game-Based Learning in Inclusive Classrooms: A Case Study in Upper Austria." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 762–70. http://dx.doi.org/10.9756/int-jecse/v14i1.221089.

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The purpose of this study was to ensure a better understanding of learning and teaching opportunities when applying play-based learning activities with children in Special Needs Education (SNE) and their interaction with other children. Special Needs Education includes students with disabilities and it is carried out in various forms using different methods and teaching materials. The study is based on classroom observations and teachers' experiences in inclusive classes in Upper Austria. It was conducted in four different schools and it included 12 teachers. Based on the teachers’ experiences and SNE, the findings show the application of different play-based learning activities, the application of Montessori methods, as well as the application of games that develop motor skills, social games, communication games, concentration games, games for encouragement, video games, memory games, games for calculation, and /or role play. The interviews revealed that teachers faced challenges working with children with SN when there is no willingness to cooperate with the teachers. Therefore, the teacher is the most important factor who should use appropriate teaching methods in order to involve, convince and make the children with Special Needs (SN) active participants in learning.
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Van de Ven, Andy. "Learning to Become an Inclusive Teacher." Journal of Management Inquiry 29, no. 4 (June 8, 2020): 484–87. http://dx.doi.org/10.1177/1056492620930528.

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In this essay I share some personal lessons learned on becoming a more inclusive teacher, with the hope that they stimulate us to be reflexive and share our learning experiences. Inclusive teaching is a movement in K-12 public schools and higher education that aims to cultivate a learning environment where all students are treated equitably, have equal access to learning, and feel valued and supported in their learning.
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Datskiv, Olha, and Sofia Datskiv. "Primary school inclusive foreign language teaching features." Scientific and methodological journal "Foreign Languages", no. 3 (September 30, 2021): 44–50. http://dx.doi.org/10.32589/1817-8510.2021.3.241160.

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An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.
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Dissertations / Theses on the topic "Inclusive teaching and learning"

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James, Brenda Joyce. "Faculty who create inclusive teaching/learning environments /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486457871784447.

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Rombach, Kimberly Ann. "Teaching in inclusive classrooms: General elementary educators' learning experiences." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.

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Mykolaichuk, A. I., S. I. Kuzmych, I. A. Makhovych, and V. R. Mykolaichuk. "Inclusive teaching challenges in adapting the ESP and STEM learning materials." Thesis, Громадська наукова організація "Всеукраїнська Асамблея докторів наук з державного управління", 2022. https://er.knutd.edu.ua/handle/123456789/19479.

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In the post-soviet Ukraine the problem of the inclusive education has had a long way to being 'seriously'discussed and, which is more important, implemented into the educational environment following the positive practices worldwide. While inclusion approach in higher education has moved beyond education into employment, the Covid-19 pandemic has reflected the challenges Ukrainian university teachers face.
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Bland, C., and Cathy Galyon Keramidas. "Effective Teaching for Inclusive Early Childhood Classrooms." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/523.

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Le, Hanie Linda. "Teaching mathematics to oral hearing impaired learners in an inclusive environment." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65440.

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Inclusive education came into the spot light with the World Conference on Special Needs Education: Access and Quality, held in Salamanca, Spain in June 1994. The problem investigated in this study is how teaching oral hearing impaired learners in an inclusive school affects the classroom practice of the mathematics teacher as teaching-and-learning expert. In this study, the term hearing impaired refers to learners with a bilateral, moderate to profound hearing loss who have hearing aids and/or cochlear implants. These learners communicate orally, in other words, they have developed spoken language and do not communicate using sign language. The study focused on the classroom practice of three teachers in three different phases, namely the Intermediate Phase (Grade 4-6), the Secondary Phase (Grade 7-9) and the Further Education and Training phase (Grade 10-12) and explored how they teach mathematics to Hearing Impaired (HI) learners in an inclusive school. A qualitative research approach was followed and the research design was an exploratory case study. The data was collected in an inclusive school that includes oral HI learners which was purposefully chosen due to its model of inclusion where oral HI learners attend the same classes and lessons as their hearing peers. Three data collection instruments were used, namely semi-structured interviews, lesson observations and documentation analysis. The data was analysed deductively according to the themes reflected in the conceptual framework. The conceptual framework was based on ten practices mathematics teachers should apply when teaching HI learners (Easterbrooks & Stephenson, 2006), but through the lens of the mathematics teacher as teaching-and-learning expert and the language factors in teaching mathematics to HI learners. The research revealed that not all teachers who teach at an inclusive school truly understand the concept of inclusion and that continuous training is a pre-requisite for inclusion to be successful.
Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Burns, Leslie. "How do teaching assistants support teaching and learning and, in doing so, help create an inclusive environment?" Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/17915/.

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This study examines the role of teaching assistants (TAs) in a town situated in the North-East England between 2010 and 2012. I was motivated to carry out the research by one fundamental question “How do teaching assistants support teaching and learning and, in doing so help create an inclusive environment?” The aims of this holistic, qualitative study were to investigate and clarify, through the lens of teaching assistants, how learning was supported and inclusion facilitated. Using a qualitative approach to examine this question, the study includes a theoretical literature review and empirical field work. The fieldwork consists of semi-structured interviews with ten teaching assistants, employed in the town. Thematic analysis is used to then analyse and interpret the data collected. The research explores, clarifies, and advances our understanding of how, and to what extent, the teaching assistants support learning and inclusion. The findings from this study show that teaching assistants support learning in education. It also illustrates that the teaching assistants support an inclusive environment. The original contribution to our knowledge from this research is that, within the town in the North East of England, through the lens of the teaching assistants, they do support learning, development, inclusive education and social inclusion. The results, inferences and possible implications for managers, training of teaching assistants and for future research are discussed. The findings offer support for key arguments around the quality of leadership, how teaching assistants are deployed and the impact their training has on their role. They challenge many of the present views of teaching assistants, and the study suggests they have a positive impact on learning and inclusion. They indicate that there is a need for further research that accommodates the “voice” of the teaching assistants, supporting the social and emotional development and the inclusive learning environment.
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Maloka, Mojaki Moses. "A teaching and learning programme to enhance the teaching and learning needs of visually impaired learners in an inclusive natural sciences classroom / Moses Mojaki Maloka." Thesis, North-West University, 2010. http://hdl.handle.net/10394/8508.

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The purpose of this study was to investigate perceptions of visually impaired learners and their teachers regarding the extent to which the teaching and learning needs of learners with visual impairment are addressed in inclusive classrooms. The first phase of the study was characterized by a literature review. A literature review was undertaken to elucidate the concept visual impairment and to highlight the magnitude of visual impairment in South Africa. Attention was also paid to the place of visual impairment in the context of an inclusive education and training system. Furthermore, the literature study explored the characteristics and causes of visual impairment, provided insight into the curricular considerations that underpin the teaching, learning and assessment of visually impaired learners and highlighted the problematic nature of language development, cognitive development, social development and self-esteem development among learners with visual impairment. The second phase of the study comprised empirical research. Within a positivist framework, quantitative research by means of non-experimental descriptive survey research was undertaken to collect data in order to determine to what extent the teaching and learning needs of visually impaired learners are accommodated in inclusive classrooms. This was achieved by administering a closed questionnaire to a purposively selected sample of teachers (n = 80) and learners (n = 92) from the Fezile Dabi District in the Free State Department of Education to determine their perceptions regarding the characteristics of classroom teaching, learning and assessment for visually impaired learners. In addition to this, the questionnaire administered to the teachers also set out to determine whether the teachers possess adequate knowledge to identify learners with visual impairments in their classrooms. The data analysis revealed that general teaching and learning needs of visually impaired learners are addressed to a certain extent, but developmental needs related to language, cognitive, social and self-esteem development, appear to be underemphasized. In this regard, the benefits of a mediated learning approach in the context of teaching visually impaired learners was investigated and utilized in the design of learning activity examples that could be included in a curriculum-based teaching and learning programme for Grade 7 Natural Sciences classrooms. In the absence of curriculum-based teaching and learning programmes that address the language, cognitive, social and self-esteem development of visually impaired learners in inclusive classrooms, this research makes a distinct contribution.
Thesis (Ph.D. (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2011
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Elom, Roslynn Darnell. "Increasing Inclusive Students' Achievement Through Use of USATestPrep's Integrated Learning Systems." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3878.

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Integrated learning systems (ILS) are effective ways to increase academic achievement for students, including those with disabilities. However, many teachers do not fully or properly implement this type of educational technology in their classroom teaching. The purpose of this qualitative bounded case study was to examine the perceptions of high school educators and administrators toward ILS use. The study was grounded in Ely's conditions of change theory. Research questions focused on educators' perceptions of barriers toward implementation of an ILS in the classroom. Participants included 8 inclusive secondary school teachers and 2 local administrators in a rural school system in a southeastern U.S. state. Administrator participants were familiar with the ILS USATestPrep (UTP) and teacher participants had either limited or discontinued their use of that ILS in the classroom. Data were collected through the use of semi structured interviews and then analyzed for key themes. Findings showed that barriers of time, leadership, and available resources affected full implementation of the technological program in the local setting. Recommendations for future technology implementation included encouraging school leaders to provide teachers with time for implementation and pursue grant funding to minimize the impact of insufficient technological resources. Improving access to an ILS such as UTP may help teachers enhance the learning of students including those with disabilities and foster positive student successes and social change in the school and community environments.
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Jordan, Byron S. "The Effects of Common Core State Standards in Mathematics on Inclusive Environments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6591.

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The Common Core State Standards for Mathematics (CCSSM) require students with learning disabilities in mathematics to use a range of cognitive, skills, and foundational numerical competencies to learn and understand complex standards. Students with learning disabilities in mathematics experience deficits in cognitive processes skills and foundational numerical competencies which have emerged as underlying barriers associated with mastering CCSSM. Examining the impact of high-stakes assessments on readiness for college and careers and student achievement may provide evidence that deficits in cognitive processing skills and numerical competencies can impact achievement levels. Using the cognitive theoretical frameworks of Bandura and Gagné, along with the concepts of cognitive learning, instructional interventions, and inclusion, the relationship between students' scores in the algebraic foundations (AF) intervention inclusion method and the regular algebra (RA) nonintervention inclusion method, as measured on the end of the year assessments were examined in this study. An ANCOVA design was used to test the statistical significance of the relationship between the two intervention methods and the use of cognitive and numerical competencies for the two groups and to analyze the disparity in achievement scores between the AF intervention inclusion method and RA nonintervention inclusion method. The results revealed a statistically significant relationship between cognitive processing skills and foundational numerical competencies as measured on the final exam for both methods. The intended audience include academic communities using evidence-based inventions to improve college and career readiness results, leading to positive social change.
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Motloung, Phindiwe Aletta. "A teaching and learning programme to address learning style diversity in an inclusive life orientation classroom setting / Phindiwe Aletta Motloung." Thesis, North-West University, 2011. http://hdl.handle.net/10394/10323.

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The purpose of the study was to gauge Grade 4 Life Orientation educators‟ understanding of what learning style diversity entails, and to explore how they accommodate diverse learning styles during teaching and learning in inclusive Life Orientation classrooms. The study explored the educators‟ choice of teaching methods and strategies, learning activities and assessment approaches to accommodate diverse learning styles in their classrooms. The first phase of the study was characterized by a literature review, which guided the formulation of focus group interview questions as well as observation criteria. The literature review explored the notion of accommodating diverse learning style needs as an important aspect of inclusive education, as well as the teaching methods and strategies, learning activities and assessment approaches that could be employed to accommodate learning style diversity in inclusive Life Orientation classrooms. The second phase of the study comprised the empirical research. Within an interprevistic framework, qualitative research by means of focus group interviews and observations was undertaken to collect data in order to determine educators‟ understanding of learning style diversity and to explore how they accommodate diverse learning style needs in their inclusive Grade 4 Life Orientation classrooms. Focus group interviews were conducted with a convenient and purposively selected sample of Grade 4 Life Orientation educators (n=40) who teach at Township schools in the Sedibeng West District of the Gauteng Department of Education. In addition to the focus group interviews, observations were done in the classrooms of five willing educators who took part in the focus group interviews to observe how the educators accommodate diverse learning style needs in practice during their teaching. The data analysis revealed that educators do not have an adequate understanding of what diverse learning style needs imply, and do not accommodate diverse learning style needs in a balanced way in their classrooms. Both the findings from the focus group interviews and observations indicated that educators experience challenges in accommodating diverse learning style needs during the teaching of Grade 4 Life Orientation in inclusive classrooms. These challenges inter alia relate to time, workload, overcrowded classrooms and a need for guidance on how to accommodate diverse learning style needs. Based on the data obtained, examples of teaching, learning and assessment activities that could form part of a teaching and learning programme for Grade 4 Life Orientation was developed to guide educators in addressing learning style diversity during teaching. In the absence of curriculum-based teaching and learning programmes that guide educators in accommodate diverse learning styles during the teaching of Life Orientation, this study makes a valuable contribution. Key concepts: learning style diversity, learning preferences, pedagogical barriers to learning, inclusive education
PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012
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Books on the topic "Inclusive teaching and learning"

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Inc, NetLibrary, ed. Inclusive teaching, inclusive learning: Managing the curriculum for children with severe motor learning difficulties. 2nd ed. London: David Fulton, 2004.

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Udvari-Solner, Alice. Joyful learning: Active and collaborative learning in inclusive classrooms. Thousand Oaks, CA: Corwin Press, 2008.

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Paula, Kluth, ed. Joyful learning: Active and collaborative learning in inclusive classrooms. Thousand Oaks, CA: Corwin Press, 2008.

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Udvari-Solner, Alice. Joyful learning: Active and collaborative learning in inclusive classrooms. Thousand Oaks, CA: Corwin Press, 2008.

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Teaching inclusive mathematics to special learners, K-6. Thousand Oaks, CA: Corwin Press, 2004.

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American Association on Mental Retardation., ed. Teaching students with severe disabilities in inclusive settings. Washington: American Association on Mental Retardation, 1997.

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Inclusive instruction: Evidence-based practices for teaching students with disabilities. New York, NY: Guilford Press, 2012.

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J, Metcalf Deborah, ed. Teaching in today's inclusive classrooms: A universal design for learning approach. 2nd ed. Belmont, CA: Wadsworth Cengage Learning, 2013.

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Gargiulo, Richard M. Teaching in today's inclusive classrooms: A universal design for learning approach. Belmont, CA: Wadsworth Cengage Learning, 2009.

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J, Metcalf Deborah, ed. Teaching in today's inclusive classrooms: A universal design for learning approach. Belmont, CA: Wadsworth Cengage Learning, 2009.

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Book chapters on the topic "Inclusive teaching and learning"

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Arnold, Pamela L. "Inclusive Teaching and Learning." In Encyclopedia of the Sciences of Learning, 1519–22. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1463.

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Wellington, Jerry, and Gren Ireson. "Inclusive science education." In Science Learning, Science Teaching, 144–65. Fourth edition. | Abingdon, Oxon : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315623429-6.

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Westwood, Peter. "Assessment for and of learning." In Inclusive and Adaptive Teaching, 93–110. Second edition. | New York : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, 2018. | “First edition published by Routledge 2013”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351061261-7.

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Keay, Jeanne K., and Christine M. Lloyd. "Developing Inclusive Approaches to Learning and Teaching." In Linking Children’s Learning With Professional Learning, 31–44. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-645-8_3.

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Foulis, Cam. "Inclusive Learning for Students with Disabilities." In The Challenge of Teaching, 151–55. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2571-6_21.

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Murphy, Timothy R. N., Patricia Mannix-McNamara, Gerard Slattery, Mary Masterson, Mary O’Sullivan, and John Corry. "Teacher Well-Being in an Inclusive Secondary School." In Understanding Teaching-Learning Practice, 145–62. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1699-0_7.

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Kwok, Hui Min. "Inclusive Physical Education." In CPD for Teaching and Learning in Physical Education, 86–109. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003171973-7.

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Lakkala, Suvi, and Outi Kyrö-Ämmälä. "Teaching for Diversity with UDL: Analysing Teacher Competence." In Inclusive Learning and Educational Equity, 241–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_10.

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AbstractThis chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finnish researchers and teacher educators. We identified several teacher skills that are needed when the UDL approach is applied. According to our results, the most overarching necessary competence was the teachers’ cognitive skills. Applying UDL required the ability to flexibly transform one’s own teaching and learning situations. Furthermore, the teachers’ social skills appeared as an important attribute as their pupils were highly heterogeneous with diverse needs, and the teachers needed to collaborate with many other professionals and parents. Also, each teacher’s personal orientation, such as values, beliefs and ethics, played a crucial role in UDL while the teachers shared a common set of values, striving towards inclusive education.
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Cunningham, Sheila, and Nicky Lambert. "Inclusive Learning, Diversity and Nurse Education." In Dimensions on Nursing Teaching and Learning, 65–81. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39767-8_5.

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Mitchell, David, and Dean Sutherland. "A Learning and Teaching Model." In What Really Works in Special and Inclusive Education, 73–90. Third edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429401923-7.

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Conference papers on the topic "Inclusive teaching and learning"

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Ruggieri-Joseph, Catherine. "DIVERSITY AND INCLUSIVE TEACHING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2120.

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Kristianova, Katarina, and Agnieszka Jaszczak. "TEACHING INCLUSIVE DESIGN OF PUBLIC SPACES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0217.

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Bierschwale, Christoph. "IMPROVING INCLUSIVE LEARNING ENVIRONMENTS - A SPECIAL FOCUS ON INCLUSIVE TEACHING MATERIALS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1875.

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Jerkovic, Ljiljana, and Mile Ilić. "THE CONCEPT OF MULTIFACETED TEACHING AND LEARNING IN THE INCLUSIVE CLASSROOM." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.125j.

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Thispaperexpoundsfurther multifacetedteachingandlearningin the contemporary classroom, by taking into account a selection of thematically relevant research papers on this new concept and inclusive education. The analytic-synthetic method and the comparative method are used to identify thematically appropriate postulates of present-day didactic paradigms (rationalist, constructivist and phenomenological) and modern didactic theories (critical-constructivist, critical-communicative, theory of teaching and learning, curriculum theory, theory of developmental instruction), which the concept of multifaceted teaching and learning in inclusive education can productively be grounded in. Also considered is the possibility of use of the concept of synchronised multifaceted teaching and learning with developmentally diverse students, who differ in terms of cognitive, affective and creative potential and need for knowledge and creativity, in combination with different models of inclusive instruction (interactive, individualised), and other models, systems and strategies of instruction. These insights allow for a more sound basis for educational innovation, as well as preparation and implementation of development and research projects and university faculty development programmes.
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du Preez, Hannelie. "Conceptualising the Sensory Classroom Teacher Questionnaire to strengthen inclusive education." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.696.

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Rakhimbirdieva, Ilmira, and Irina Kurmaeva. "INCLUSIVE APPROACH TO TEACHING FOREIGN LANGUAGES IN HIGHER EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1087.

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Aparicio Martínez, Pilar, Gema Guzmán Díaz, Alberto Jesús Perea Moreno, Gerardo Pedrós Pérez, María Del Pilar Martínez Jiménez, and Manuel Vaquero Abellán. "ROLE GAMES IN UNIVERSITY TEACHING AS AN INCLUSIVE METHODOLOGY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2081.

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Van Goch, Merel M., Christel Lutz, and Livia M. Untaru. "Developing a shared syllabus template as a living document of inclusive practices in a teaching and learning community." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12967.

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Inclusive teaching and learning is central to our educational mission. In this project, we used a whole-institution approach to make our institution’s inclusive objectives concrete and specific. We aimed to develop ways to capture our own community’s goals and objectives in a ‘living document’, a syllabus template in which insights from educational literature on diversity and inclusion are presented alongside the voices and practices of members of our own community of practice (CoP). We created the syllabus template by using the literature to list elements of inclusive design, inclusive delivery, inclusive assessment, and learning-focused syllabi, then identifying examples of those elements in syllabi of local experienced practitioners, and deepening the good practices in interviews with the experienced practitioners. The final syllabus template presents authentic practices from local syllabi, with explanations of the relevance of those examples and reference to educational literature, links to teaching tools, and contact-information for individual colleagues. The shared syllabus template deliberately situates academic development within the practice of the local CoP. We found that even the most experienced practitioners find it challenging to work on inclusive practices, which is all the more reason to stimulate a collaborative approach.
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Serrano-Tamayo, Luis J. "Inclusive education in practice: socialisation of former combatants into society." In 3rd International Conference on Advanced Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.aretl.2020.12.120.

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Iloanya, Jane. "Session 4: Inclusive Education | Teaching Students with Learning Difficulties in Botswana Schools through Inclusive Education." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0017.

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Reports on the topic "Inclusive teaching and learning"

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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Stanley, Louise, and Inke Näthke. School of Life Sciences Culture Strategy 2022-2025. University of Dundee, July 2022. http://dx.doi.org/10.20933/100001258.

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We expect performance at the highest standard for everything we do. This must be supported by an excellent culture where contributions from everyone in our community are valued and recognised: academics with responsibilities in research, learning and teaching, and professional support. For staff and their work to flourish, everyone needs to feel part of a creative, open, equitable, and inclusive environment where we actively help and support each other to succeed and reach our full potential. A positive culture in our school is the foundation for our high­ performance community. It sustains our ambitious goals to train and educate the future generation of scientists and perform world-leading research with a positive impact on the world. We expect everyone in our community to work to the highest standard of integrity, not only in how we conduct our teaching and research, but also how we work together, treat each other and how we interact with other stakeholders. This document outlines our strategy for culture in the School.
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Sims, Kate. Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review. Institute of Development Studies (IDS), December 2021. http://dx.doi.org/10.19088/k4d.2021.134.

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It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners.
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Jagannathan, Shanti, and Dorothy Geronimo. COVID-19 and Education in Asia and the Pacific: Guidance Note. Asian Development Bank, January 2021. http://dx.doi.org/10.22617/tim200397.

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This guidance note underscores the potential of education technology (EdTech) solutions in transforming learning, teaching, and training systems during and after the coronavirus disease (COVID-19) pandemic. Since the COVID-19 outbreak, governments have been coping with and responding to many challenges posed by the closure of education institutions. Building on key principles and solutions proposed by several international agencies, the guidance note provides suggestions for developing countries in Asia and the Pacific to initiate reforms to improve quality, relevance, and inclusion in education. It is one of a series produced by the Asian Development Bank for key sectors and thematic areas.
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Laptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, February 2020. http://dx.doi.org/10.32370/iaj.2280.

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Woolf, Beverly, Elliot Soloway, William Clancey, Kurt VanLehn, and Dan Suthers. Knowledge-Based Environments for Teaching and Learning. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada225619.

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Pierpoint, Peter. Using Problem Based Learning in Teaching Economics. Bristol, UK: The Economics Network, February 2001. http://dx.doi.org/10.53593/n614a.

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Jackson, C. Kirabo, and Elias Bruegmann. Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers. Cambridge, MA: National Bureau of Economic Research, August 2009. http://dx.doi.org/10.3386/w15202.

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DeWinter, Alun, Arinola Adefila, and Katherine Wimpenny. Jordan Opportunity for Virtual Innovative Teaching and Learning. International Online Teaching and Learning, with Particular Attention to the Jordanian Case. Coventry University, June 2021. http://dx.doi.org/10.18552/jovital/2021/0001.

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Цегельська, М. В. Teaching Politically Correct Language. Криворізький державний педагогічний університет, 2004. http://dx.doi.org/10.31812/123456789/5582.

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