Instructional Strategies for the Inclusive Music Classroom

2018 ◽  
Vol 31 (3) ◽  
pp. 61-65 ◽  
Author(s):  
Alice-Ann Darrow ◽  
Mary Adamek
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Instructional Strategies ◽  
Inclusive Education ◽  
Teaching Strategies ◽  
Inclusive Classroom ◽  
Teaching Approaches ◽  
Music Classroom ◽  
Inclusive Teaching

While inclusive education is an admirable ideal, it is often difficult to implement. Successful educators have found that employing certain instructional strategies can help meet the needs of students with varying abilities. Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities. This article cites various strategies found to be effective in the inclusive classroom. These strategies contribute to the overall learning environment.

scholarly journals FULFILLING THE NEEDS OF DIVERSE STUDENTS: TEACHING STRATEGIES FOR EFL INCLUSIVE CLASSROOMS

SUAR BETANG ◽  
2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Jumatul - Hidayah ◽  
Ruly - Morganna
Keyword(s):  
Instructional Strategies ◽  
Inclusive Education ◽  
Teaching Strategies ◽  
Pedagogical Knowledge ◽  
Inclusive Classrooms ◽  
Junior High Schools ◽  
Limited Extent ◽  
Instrumental Case Study ◽  
Efl Teachers

This study aimed at investigating teaching strategies and their implementation in EFL inclusive classrooms at one of the Junior High Schools in Curup-Bengkulu, Indonesia. To garner credible data as desirable, an instrumental case study was conducted by engaging two EFL teachers selected purposively at that school. Interview and observation were deployed as the techniques of collecting data. This study revealed that the teachers applied four teaching strategies ranging from active learning, peer-tutoring, cooperative learning, to direct instruction. Despite many more inclusive teaching strategies which were left aside, the limited extent of inclusion-related pedagogical knowledge and experiences, inadequate reflective teaching, and limited facilities and infrastructure promoting inclusive education, the EFL teachers had been able to implement the aforesaid strategies properly. They had demonstrated that they were sufficiently skillful at the detailed procedures of the implementation of the four strategies in the EFL inclusive classrooms. Further studies are expected to address the application of more instructional strategies for inclusive classrooms such as those suggested by Lawrence-Brown (2004). Revealing both qualitative and experimental data associated with those instructional strategies will be very contributive and meaningful.

scholarly journals Nurturing Inclusive Education through Cooperative Learning as Pedagogical Approach at Primary School Level

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Muhamamd Shahid Farooq
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Learning Strategies ◽  
Inclusive Education ◽  
Sampling Technique ◽  
Skills Training ◽  
Qualitative Inquiry ◽  
School Level ◽  
Students Success

Inclusive education is a way of reducing exclusion and increasing participation in such a way that responds effectively to the diverse needs of all learners without differentiating on the basis of their weaknesses and strengths. This approach with the use of cooperative learning strategies provides an ample opportunity to learners by developing a sense of community where their voices are heard and responded. This qualitative inquiry was planned to look at prospects of cooperative learning instructional strategies to foster inclusion in the learning environment. The main objective of this study was to examine students’ success through cooperative learning instructional strategies that are conducive to foster inclusion in the classroom. Data were collected from seven highly experienced teachers of inclusive schools by using purposive sampling technique. Participants were provided fair chance to share their belief and experiences aligned with the topic of cooperative learning for inclusion. The findings indicated that teachers use Co-op, Co-op, Numbered Heads Together, Social Skills Training and Jigsaw techniques for students on IEPs (individualized education plans) to create cooperative learning environment that is conducive to inclusive education. It is recommended that training sessions and workshops should be organized for teachers to assist them in effective implementation of cooperative learning approach. To gain more generalizable results, the study may be conducted by using quantitative approach as well.

Music Therapy

2018 ◽  
pp. 222-244
Author(s):  
María Luisa Montánchez Torres ◽  
Verónica Juárez Ramos
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Music Therapy ◽  
Instructional Strategies ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Inclusive Classroom ◽  
General Education Classroom ◽  
Students With Autism ◽  
Educational Need

The use of music as a therapeutic discipline has become well established in schools over the course of many years. Music therapy has very positive, therapeutic results on children with any type of special educational need but in particular students with autism spectrum disorder (ASD) and intellectual disabilities (IDs). This chapter looks at inclusive education and research-based instructional strategies within the realm of music as a pedagogical alternative when working with students with ASD and IDs in the general education classroom. The chapter presents two case studies—one involving a student with ASD and another involving a student with an ID. Solutions and recommendations on further implementation and research of music therapy in inclusive classroom settings are provided.

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?

2015 ◽  
Vol 40 (1) ◽  
pp. 21-38 ◽  
Author(s):  
Umesh Sharma ◽  
Laura Sokal
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
Classroom Practices ◽  
Inclusive Classrooms ◽  
Attitudes Toward Inclusion ◽  
Inclusive Classroom ◽  
Significant Relationships ◽  
Positive Attitudes ◽  
Classroom Behaviour ◽  
Inclusive Teaching

This research was undertaken to determine if significant relationships exist between teachers’ self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in inclusive classrooms, and their level of efficacy for teaching in inclusive classrooms. They were observed using a newly developed scale to measure their inclusive teaching practices. Each teacher was observed from 3 to 5 hours on different occasions. Data were analysed using 1-tailed Spearman correlations. Results indicated that teachers who were highly inclusive in their classroom practices tended to have significantly lower degrees of concerns and positive attitudes to inclusion. Implications of the research for policymakers, future researchers, and teacher educators are discussed.

scholarly journals The use of adapted teaching strategies in literacy by grade three educators in the northern KwaZulu-Natal region

2021 ◽  
Author(s):  
◽  
Veena Loopoo
Keyword(s):  
Learning Styles ◽  
Teaching Strategies ◽  
Mixed Methods Research ◽  
Learning Needs ◽  
Structured Interviews ◽  
Intervention Programme ◽  
Diverse Classrooms ◽  
Adequate Knowledge ◽  
Kwazulu Natal ◽  
Grade 3

The literacy levels in South African schools are alarmingly low. Educators are challenged in diverse classrooms with multicultural and multilingual learners as they are faced with the problems that these learners are experiencing in literacy. Educators therefore need to be able to adapt their teaching strategies to suit the needs of their learners to address learners’ different learning needs and styles. This study investigated the use of adapted teaching strategies used by grade 3 educators in literacy in selected schools in northern KwaZulu-Natal. A mixed methods research design was used which included the use of a questionnaire and semi-structured interviews to gather data. The findings which were linked to the literature review revealed that educators lacked adequate knowledge and skills to adapt their teaching strategies as they have not been adequately trained to teach literacy within multilingual contexts. Although some educators were using adapted teaching strategies they were not using them effectively in their multilingual classrooms while some educators did not have a wellstructured intervention programme at school to deal with learners who were experiencing problems with literacy. Inexperienced educators also had problems identifying learning styles and adapting their teaching strategies. This study found that teachers require continual professional development to enable them to effectively adapt their teaching strategies to suit individual learning needs and styles.

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