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.

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 Effective teaching strategies and inclusive education practices: A case study in Andalucia

2010 ◽  
Vol 18 ◽  
pp. 22
Author(s):  
José Maria Fernández Batanero
Keyword(s):  
Inclusive Education ◽  
Teaching Strategies ◽  
Educational Administration ◽  
Dropping Out ◽  
Sources Of Information ◽  
Social Commitment ◽  
Effective Teaching Strategies ◽  
Attention To Diversity ◽  
The One

This paper shows the results obtained regarding the educational practices carried out at a high school, catalogued as a center of preferential educational intervention by the Andalusian Educational Administration. The focus of attention is on the students at risk of scholar exclusion, and therefore of dropping out. The methodological design for the investigation, of descriptive nature, has been that of a case study, with three sources of information: documentary analysis, classroom observations, and the perceptions of the persons in charge of implementing the attention to diversity measures. Among the conclusions from the study about prevention of early dropouts, it is worth mentioning, on the one hand, the importance of carrying out planning, organization and teaching strategies with regard to scholar inclusion. On the other hand, the necessity of bringing out new types of coexistence based on respect, as well as developing educational policies that help to encourage a higher level of social commitment, and a better professional development for teachers.

scholarly journals Indonesian Teachers’ Perception on the Implementation of Lesson Study:Exploring Teachers’ Awareness of Pedagogical Knowledge

2019 ◽  
Author(s):  
Siti Aimah ◽  
Bambang Purwanto
Keyword(s):  
Elementary School ◽  
Instructional Strategies ◽  
Lesson Study ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Purposive Sampling ◽  
New Perspective

This study aims to know Indonesian teachers’ perception of the implementation of lesson study. A case study was used as the design of this study with six teachers of Islamic Elementary School in Semarang, Indonesia, were chosen by using purposive sampling. A questionnaire with the Likert Scale of 1 to 4 was distributed to the respondents after implementing lesson study. A deep interview was also given to the teachers to explore their awareness of pedagogical knowledge. The quantitative data were analyzed statistically and they were used to support the qualitative data got from the interview. The result showed that the teachers had a new perspective in the pedagogical context in which a preparation of teaching could be prepared well by formulating and designing the lesson collaboratively with the other teachers to achieve the learning goal. Through the intensive collaboration with the teachers, they were more aware to create the effective and meaningful teaching to the students. They knew how to teach the students through the instructional strategies designed.

scholarly journals Developing Understanding of Research-based Pedagogy with Preservice Teachers: An Instrumental Case Study

2014 ◽  
Author(s):  
Kathyrn Laframboise ◽  
Kim Shea
Keyword(s):  
Preservice Teachers ◽  
Effective Teaching ◽  
Instructional Strategies ◽  
Teaching Practices ◽  
Field Experience ◽  
Methods Courses ◽  
Instrumental Case Study ◽  
Effective Pedagogy ◽  
Instrumental Case

Preservice teachers have difficulty incorporating research-based instructional strategies and often revert to those observed during their own school years. This study describes how preservice teachers used a framework of planning, implementation, feedback, and reflection to try research-based teaching practices from their methods courses and examine their notions of effective pedagogy. This instrumental case study of 50 preservice teachers in a two-day-per-week field experience includes intensive interviews of six selected students. Findings include kinds of support reported as helpful in implementing new instructional strategies, difficulties experienced in the implementation of strategies, and new understandings of effective teaching during use of the framework. Participants used the framework to identify and examine preconceived notions of effective pedagogy, but also revealed some unplanned learnings.

scholarly journals Model Penyelenggaraan Pendidikan Inklusif bagi Penyandang Disabilitas Intelektual: Studi Kasus di DKI Jakarta

2019 ◽  
Vol 1 (1) ◽  
pp. 67-79
Author(s):  
Emilia Kristiyanti
Keyword(s):  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Cultural Barriers ◽  
Structural Barriers ◽  
Persons With Disabilities ◽  
Instrumental Case Study ◽  
Study Approach ◽  
People With Intellectual Disabilities ◽  
Depth Interviews

This study aims to develop a model for the implementation of inclusive education for people with intellectual disabilities in DKI Jakarta. As a region that has local regulations on the protection of persons with disabilities, DKI Jakarta government has not yet been able to ensure the fulfillment of the education rights of children with intellectual disabilities. This study used a single instrumental case study approach and was carried out in DKI Jakarta. Data collection is done through in-depth interviews and textual analysis. The results show that social exclusion occurs because of cultural barriers due to stigma, labeling, prejudice, stereotypes, and structural barriers due to discriminatory policies. Both of barriers can be reduced by organizing inclusive education for persons with intellectual disabilities. The model for implementing inclusive education developed not only focuses on developing the life skills of individuals with intellectual disabilities, but also strengthening and developing the surrounding environment and society. Thus, children with intellectual disabilities can be independent and participate in society.

Information Literacy and Education Policy: An Instrumental Case Study of the Ontario Public School Curriculum

2013 ◽  
Author(s):  
Pia Liv Russell
Keyword(s):  
Information Literacy ◽  
Rhetorical Analysis ◽  
School Curriculum ◽  
Policy Makers ◽  
Public Education System ◽  
Instrumental Case Study ◽  
Student Access ◽  
Literacy Policy ◽  
Étude Cas

This interdisciplinary case study explores information literacy policy in Ontario’s public education system. Using interviews with policy makers and a rhetorical analysis of information literacy policy documents, it finds Ontario’s current information literacy policy inadequate to the task of providing equitable student access to opportunities for information literacy development.Une étude cas interdisciplinaire explore la politique de littératie informationnelle du système d’éducation publique de l’Ontario. En utilisant des entrevues avec les décideurs et une analyse rhétorique des documents sur la politique de littératie informationnelle, il est démontré que la politique de littératie informationnelle actuelle de l’Ontario est inappropriée pour la mission qui vise à offrir aux étudiants un accès équitable aux possibilités de développement de la littératie informationnelle. 

Reports From the Field: “Vini Ansanm” Come Together for Inclusive Community Music Development in Port-au-Prince, Haiti

2020 ◽  
pp. 273-289
Author(s):  
Donald DeVito ◽  
Gertrude Bien-Aime ◽  
Hannah Ehrli ◽  
Jamie Schumacher
Keyword(s):  
Social Media ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Small Population ◽  
Significant Loss ◽  
Community Music ◽  
Music Learning ◽  
Loss Of Life

Haiti has experienced a series of catastrophic natural disasters in recent decades, resulting in significant loss of life and long-term damage to infrastructure. One critical outcome of these disasters is that there are approximately 400,000 orphans in the small population of just over 10 million. Throughout Haiti, children with disabilities are often considered cursed, and thus are rejected by the community in which they live. Haitian children with disabilities need creative and educational activities that will help them grow, develop, enjoy their lives, and become accepted members of the community. This chapter on the Haitian Center for Inclusive Education presents a case study of social media engagement and music learning, with an emphasis on social justice that has contributed to sustainable efforts.

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