Inclusive pedagogy is the approach to teaching which aims to address the individual needs of diverse learners without marginalizing them (Florian, 2014). Following the principles of inclusion is a serious challenge for any teacher.
As the research indicates, the inclusion practices in modern education are still lackluster, especially regarding disabled students. One research regarding a Jewish school in South Africa indicates that disabled students were not integrated and instead were expected to conform to the common rules (Meltz, Herman & Pillay 2014). Another research describes the “separatist resolution” as a widespread strategy for students with special needs (Liasidou, 2014). Overcoming these common mistakes and misconceptions is the crucial aspect of building a truly inclusive classroom. Doing so requires excellent organizational skills needed to set clear learning objectives and establish organized classroom routines crucial for successful integration. All in all, the instructor requires the same qualities as any other teacher: communicative skills, capacity for the personalized approach, and willingness to take and analyze criticism. Other than that, establishing a positive climate is essential for successful integration. That objective is challenging as disabled students are often viewed as unequal by others. Avoiding the use of discriminating vocabulary and referring to all students as equal are good strategies to discourage discriminatory behavior (Mitchell, 2014).
Overall, creating an inclusive environment requires first and foremost is a good teacher. One should always keep in mind that all learners disabled or not need professional education (Florian, 2015). And customizing your approach towards different students in class is a part of being a good teacher. The biggest challenge in inclusive pedagogy is avoiding accidental discrimination, which can be achieved by collective work, proper language, and avoiding excessive attention towards disadvantaged learners.
The research indicates that standardization can be detrimental to building an effective teaching program (Bauml, 2015). That means that adjusting the pacing of your classes is an important part of providing effective education.
There are two extremes when it comes to pacing in education: full self-pacing with students setting their deadlines and full teacher control with completely inflexible deadlines set by the instructor (Iravani, Samifar & Zade, 2014). The research seems to indicate that the second approach is generally preferable since students prioritize based on deadlines (Fan, 2014). Strict terms help students organize their learning process. However, finding a compromise is an important part of the individualized approach since not every student can keep a strictly set pace. The issue becomes especially acute when most of the class fail to meet the deadlines. That indicates a critical issue with the curriculum. In a situation like that, an instructor must reevaluate his approach and slow the learning pace, at least temporarily. Incorrect pacing is one of the problems most students identify with their courses (Richards & Velasquez, 2014). It is extremely important to pay attention to the student’s view of the curriculum. Taking an authoritarian approach to setting deadlines is a sure way to aggravate the students and make the course less efficient.
When pacing becomes an issue, the instructor needs to slow down and take some time to analyze the situation. The problem might indicate a problem with the teacher’s approach or the unrealistic expectations dictated by the education program. Indicating the exact issue and addressing it is an important part of leading the classroom efficiently.
References
Bauml, M. (2015). Beginning Primary Teachers’ Experiences With Curriculum Guides and Pacing Calendars for Math and Science Instruction. Journal of Research in Childhood Education 29(3), 390-409.
Fan, D. K. (2014). Blended instruction in a programming course: Lessons learned. 2014 IEEE Frontiers In Education Conference (FIE) Proceedings.
Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education 29(3), 286-294.
Florian, L. (2015) Inclusive Pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities?, Scottish Educational Review 47(1), 5-14.
Iravani, M. R., Samifar, H., Zade, A. R. S. (2014). Individualized Instruction in Computer-Assisted Instruction. Journal of Educational and Management Studies 4(2), 350-354.
Liasidou, A. (2014). Inclusive education and critical pedagogy at the intersections of disability, race, gender, and class. Journal for Critical Education Policy Studies 10(1), 168-184.
Meltz, A., Herman, C., Pillay, V. (2014). Inclusive education: a case of beliefs competing for implementation. South African Journal of Education 34(3), 240-264.
Mitchell, D. (2014). What Works in Special and Inclusive Education. New York, NY: Routledge.
Richards, K. A. R., Velasquez, J. D. (2014). First-Year Students’ Perceptions of Instruction in Large Lectures: The Top-10 Mistakes Made by Instructors. Journal on Excellence in College Teaching 25(2), 25-55.