Differentiation Learning Styles and Inclusive Education

Differentiation Learning Styles and comprehensive EducationThe topic researched is Inclusive education, looking also into differentiation, and leaning styles. Inclusive education means all students in a school, regardless of their strengths, weaknesses, or disabilities, are part of the general school community. They have a feeling of belong among other students, educators, and support staff. (VERDEL BISHOP).Inclusive learning is treating savants as individual and catering for needs for equally. Provisions should be made so that all learners are qualified to participate in all activities regardless of age, gender, religion, disability etc.The learners needs are often highlighted when negotiating with learners at the start of the course. It is then up to the educator to see, these are met. Such as, if a learner needs wheelchair access, the educator would need to make sure that there was a ramp in the building, disabled toilets, that a desk could be raised to allow for the wheel chair etc. If the learner has special educational needs (SEN) then there may be a need for a learning support assistant to be in the class too. The initial discussion would also give you an insight to their prior knowledge, motivation, cultural expectations and their results of the initial assessment would shew their Literacy and numeracy need if any.The marketing material and polices and brochure from establishments should take into consideration the diverse audience.A few decades ago the world of education was very exercised by the ascendant of differentiation which was called mixed ability teaching. Then people began to realise it was not just ability that could be mixed and that educators had to cope with a plethora of differences learning style, age, motivation, prior learning and experience, gender, specific learning difficulties such as dyslexia, and so on. Consequently, the terminus mixed ability began to be replaced by the less vivid term differentiation. (Geoff Petty)Dif ferentiation is having a class of not only mixed abilities but race, background, learning styles, motivation , prior knowledge and catering for every learners needs alter them to achieve their goals.According to Tomlinson (2001) the three main bailiwicks of the curriculum that can be differentiated areContents The pre-assessment would give the educator ideas on the learners abilities. With this in mind, the educator can plan the lesson taking into consideration the learners who have mastered the topic already and permitting them to work independently ahead. The educator can continue delivering the session as planned with the rest of the class.Process Giving the learners the opportunity to use different methods for varied activities, taking into consideration the different learning styles, and setting activities to suit the learners needs. For example, be given the choice of how they would like to research their topic e.g. Use the computer, books, drawing, diagrams, writing, or rea ding. Using different methods best to their individual abilities would enhance their skills on other area as well as researching the topic itself.Product Giving the learners the option on how they would like to demonstrate their findings enables then to demonstrate their skills at their level. For example, a learner working at a lower level may decide to produce a newsletter and a learner working at a higher level may chose to use a PowerPoint slide video display.Diagram below shows the elements of differentiated instruction as they relate to one another.http//www.eht.k12.nj.us/jonesj/Differentiated%20Instruction/1%20DI%20Graphic%20Organizer.htmWhen planning the lessons the educator canVary the reading material to allow for different readability levelsRecording text material onto tapes, as well as handoutsBuddying learners togetherActivities that have the same skills and understanding but different levels of difficulty- Tiered activities.Offering supportAllowing extra time those wh o need it and encouraging further research for the more advanced learners.Allowing learners to use different methods, like writing letter, graphics, drawings, video clips, and recording to present their findingA scheme of work would need to show a range of different activities that meet all the learners styles (VARK) taking into account any barriers to learning.Giving extra challenging activities to those who complete before the rest would keep up them motivated and occupied.Inclusion means enabling all students to participate fully in the life and work of mainstream settings, whatever their needs. Inclusion may also be seen as a continuing process of breaking down barriers to learning and participation for all children and young people. Segregation, on the other hand, is a recurring intention to exclude difference.(CSIE, 2002b, p. 1)Inclusive education goes beyond special educational needs it refers to all learners who, for different reasons, may find themselves at risk of margin alisation or exclusion.Inclusive education is about values it assumes that diverse groups of pupils are of equal worth and have a right to be included.Inclusive education does not focus on perceived individual deficits, but on the barriers to learning that individuals and groups of pupils may encounter.Inclusive education is about changing the system so it is go for all this includes educators, students, and everyone in the educational institution.Inclusive education is about participation and learning from each other.Inclusive education is not a fixed say but an evolving one.Some of the key words that we noted were rights, participation, process, values, equality, diversity, and change.