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From Karnataka Open Educational Resources
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We tried various strategies like FLU model, ist ide est beku game, dice game, and thorough practice along with language games like story narration, body parts, introducing myself etc,
We tried various strategies like FLU model, ist ide est beku game, dice game, and thorough practice along with language games like story narration, body parts, introducing myself etc,
All these helped children overcome the misconceptions that they had in addition and subtraction and few children who were finding it very difficult to do addition and subtraction comfortably solve it using FLU representation. Also, few children are trying to talk to us in english giving away their inhibitions Since, we know that all children do not learn in same ways few children still have their difficulty which has to be looked and understood in detail in the coming year to help them overcome the learning difficulties.
All these helped children overcome the misconceptions that they had in addition and subtraction and few children who were finding it very difficult to do addition and subtraction comfortably solve it using FLU representation. Also, few children are trying to talk to us in english giving away their inhibitions Since, we know that all children do not learn in same ways few children still have their difficulty which has to be looked and understood in detail in the coming year to help them overcome the learning difficulties.
=== Summary of School/classroom reflections ===
The five schools that were part of the project ‘Technology integration for inclusive education’ are located at South of bengaluru. Each School consisted of around 300-400 children across grade 1-8. We got an opportunity to work with 30-40 children from each Schools. Medium of Instruction in all the schools was Kannada. However, the schools also consisted of children from various languages like hindi, tamil, telugu, urdu, etc,.As far as our observations are concerned, Socio-economic status of the parents is mostly lower middle class and middle class. Also, the educational background of parents is mostly literate/ educated and illiterate/ uneducated. The interaction/relationship between the Teacher and students seem to be Moderate. (No child has neither expressed/shared about their like/ dislike of a Teacher nor interactions with them except in one school). Corporal Punishments seem to exist in all schools. (Teachers walk with stick to the classrooms). Periodic observations of the classroom environment and General interaction with teachers revealed that teachers are not aware of Inclusive education practices and consider addressing needs of students with difficulties as beyond the limit of their resources and practices. Hence, It becomes difficult for a teacher to understand and address the learning difficulties that children are facing.
Regular Classroom interactions with students in all the schools revealed that they could not concentrate or engage in an activity and are generally restless/ Some of the behavioral issues noticed in three schools while during the sessions were disturbing, hitting others, jumping, fighting, hitting and bullying (noticed prominently in one of the Schools) each other throughout the session. Even though we used to divide children in two classes it was difficult for us to manage their behavior. This could be due to the fact that they were forced or made to sit silent throughout the day in their regular classes which made them to exhibit behaviors like Restlessness, disturbing others and constantly disturbing the class. Hitting and bullying others (especially those that used to be quiet in the class), Pushing and pulling each other while during the activity, Constantly jumping and roaming in and around classrooms are the behaviors that were predominantly observed among these children during most of our sessions. There were also issues like inhibition among girls to talk or sit with boys, exclusion in classroom based on their language, Constant bullying or teasing the children who used to be quiet in the class.
Various strategies like splitting them into groups, activities to channelize their energy, discussions on understanding the need to devote their concentration in studies, respecting others and treating girls equally were integrated and practiced along with the planned activities throughout our program. Sometimes the session would completely go out of track because of their behavioral challenges, and we would completely change our plans. Sometimes, we would just spend time on discussions about such issues. In one of the School, we also integrated few socio- emotional learning sessions as part of our planned activities to create self awareness about their emotions and overcoming it when we found that the children were hard to control. We tried suggesting various strategies to overcome their anger through planned activities around the Story. All these strategies and activities helped children overcome anger, sensitize them to gender and language issues within their surrounding.
Even though children have slowly begun to come out of their inhibitions to sit with girls and participate in the activity, understand the need to respect others their other behavior like putting it into practice will happen only if there is enough opportunity for them to perceive inclusion within their School environment. For this to happen, We strongly feel that School as a whole system should work together to implement inclusiveness within the School culture and Practices.
Hence, following are some suggestions/ recommendations that the School (A System as a whole) must reflect upon.
'''Teacher Preparation and Collaboration'''- Equipping the teacher to integrate the elements of inclusiveness in his/her classroom using different strategies with a thorough understanding of Universal design principles and Collaborating with the peer teacher in developing lesson plans, co-teaching, and sharing resources.
I'''nvolving Parents/families'''- There are various challenges associated with involving parents family, But, its also important that inclusion is not possible without parents/ families engagement. Understanding the Students and their families, communication with the parents about child, Involving parents and families in classroom activities, Allowing the families/parents to share their ideas will aid in developing inclusive environment.
'''School as a system'''- should promote inclusion both in and out of the classroom. They should encourage parents and teachers to use inclusive strategies. They should also take inclusive measures outside of the classroom.
An inclusive school culture requires a shift in the attitudes of all the stakeholders as well as the development practices that reinforce inclusive behavior. Real inclusion is about actions, not just words.
