ࡱ> M d#bjbj!! KGiKGiM FFFFFZZZ8,Z&$*$ %1&3&3&3&3&3&3&$(V+rW&F %$$@ % %W&FF l&%%% %FF1&% %1&%%% O%%&&0&%+%+%+F%, % %% % % % % %W&W&% % % %& % % % %+ % % % % % % % % % X : Classroom practices to promote inclusive education Clarify or simplify written instructions Sometimes instructions given in the textbook or a handout can be very long. The teacher can help the learners by underlining or highlighting the significant parts of the instructions or orally going through the instructions step by step. Present a small amount of work The teacher can select only a few tasks to complete in one lesson and tell the students they have to do only those tasks. Ask students to mark the tasks they have to complete, so they dont get anxious about completing the entire book. Block out extraneous stimuli Learners can be distracted by too many things on a textbook page, e.g. a lot of pictures, several small activities, instructions, etc. Ask students to use a blank piece of paper to cover the sections that they dont need to focus on so they can pay attention only to the task that they are working on. Highlight essential information The teacher can mark important information by underlining/italicizing/boldfacing them, e.g. in a test paper if there are 10 questions and students have to answer 5 questions only, highlight the part which says 5 questions only.Provide additional practice activitiesStudents with learning problems need additional practice. Teachers should provide extra practice activities.Provide a glossary in content areas Students often benefit if you give them a glossary of content-related words particularly in reading tasks.Develop reading guidesThe teacher can give one or two questions, a chart to complete, etc. for each paragraph or section if students have to read long texts. This helps them to focus on main points of the text. Use explicit teaching proceduresStudents with learning difficulties benefit if the teacher explains things explicitly, e.g. giving the meaning of an unknown word directly without asking the learner to guess it. Explaining how the word can be used (as a noun/verb, etc.). Provide students with a graphic organizer In listening tasks, it is better to give an outline, chart, etc. to fill in while listening. This avoids note taking which is difficult for those who have learning difficulties. Simultaneously combine verbal and visual informationInclude pictures, illustrations, realia when explaining things to learners. Repeat instructionsStudents with learning difficulties easily forget instructions. Ask them to repeat the instructions in their own words. The student can also repeat the instructions to a peer. Maintain daily routinesIt is helpful for students with learning problems to follow the same daily routine, so they know what is expected. E.g. checking homework at the beginning of the class everyday as a routine. Provide a copy of the notes This is more relevant to subject teachers. It is difficult for students with learning difficulties to take down notes. Giving them a copy of the notes helps them. Also this reduces the amount of copying that students have to do from notes that the teacher makes on the board. Use step-by-step instructions If a task is complicated and has several steps, give step by step instructions. Dont give all instructions at the beginning of the task. Write key points or words on the chalkboardThis is more relevant to subject teachers. It is better to write down the key points and key words on the chalk board before the lesson. Use mnemonic instruction Mnemonic devices can be used to help students remember key information or steps in a learning strategy, e.g. NEWS to remember North, East, West, SouthEmphasize daily reviewRemind students what you have covered in the previous lesson. This helps them to link the previous lesson to the current one. Design hierarchical worksheetsPrepare worksheets with the least difficult activities to very difficult activities. Students with learning difficulties can attempt to complete as much as possible. The strong students in class can attempt the most difficult ones. Change response modeStudents with learning difficulties might find it difficult to write a lot. Give them alternative ways of completing the task, e.g. a task where students have to write answers can be changed into a multiple-choice task. Those who have severe writing issues can be asked to give answers orally in tests. Provide an outline of the lessonAt the beginning of every lesson, tell students what you are going to cover in the lesson and in what order. This helps students with learning difficulties to organize their work. Encourage use of graphic organizers When students are studying for examinations, it is useful if they prepare charts based on notes or highlight/underline essential information in the notes. Place students close to the teacher Students with attention problems can be seated close to the teacher and chalkboard and away from distracting sounds, materials, or objects.Encourage use of assignment books or calendarsStudents with learning difficulties may forget what they need to complete in future or due dates. Encourage students to maintain a record book or a calendar where they can record assignment due dates, homework, school related activities, test dates, etc. Use cues to denote important items Students with learning difficulties may not be able to complete all tasks in a test within the given time. Using asterisks to show the items that carry more marks will help them to focus on important items in the paper. Non-white backgroundsUsually students with learning difficulties find it difficult to look at black letters on white backgrounds, e.g. PowerPoint slides, handouts in white with black letters. On PowerPoint slides, use a mild colour such as light blue or light green as the background. Print handouts on coloured papers beige or light blue. Display work samples Display/make available samples of completed essays at a good standard. This will help students with learning difficulties to understand expectations. Use peer-mediated learning The teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, write stories, or conduct laboratory experiments. Also, a partner can read maths problems for students with reading problems to solve.Encourage note sharing A strong student can use carbon paper to take notes and then share them with students with learning problems. Use flexible work times Students with learning difficulties should be given additional time to complete tasks, e.g. if the other students get one day to complete a task, a student with learning difficulties may need two days. Provide instructional aidsIt is better to provide lined sheets in examinations, not blank paper. If the expectation is to write 50 words, try to give a sheet with separate lines for 50 words.  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