Inclusive Learning and Educational Equity 5
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978-3-030-80658-3
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Table 11.3 Selected barriers to learning identified by parents (random order, aspects mentioned
more than once in bold) Hindrances to learning 1. Lacking Concentration 2. Language barriers 3. Dyslexia 4. Noise 5. Lacking interest 6. Lacking impulse-control 7. Lacking structure in school 8. Learning disability 9. Not interested in school, wants to work 10. Spelling 11. Structure vs. Chaos 12. Self-organization 13. Inability to learn 14. Little stamina 15. ADHD M. Proyer et al. 301 using appropriate support material were also described as being relevant. Among others, the following were mentioned: 1. PC, cell phone. 2. Many writing exercises. 3. Organization: Lesson plans, clutter-free table, specific piles. During the discussion with the students, it became quite obvious that reflections on learning were nothing new for them and that they seemed quite aware of what was needed. At the time of writing, further analysis into the overlap of the Picture 11.1 Data collection with students 1 Picture 11.2 Data collection with students 2 11 Good Practice in Inclusive Education: Participatory Reinterpretation of Already… 302 implementation of UDL and children’s voices is still ongoing, but points to the rel- evance of democratic learning. This resonates with elaborations on holistic approaches that will be described in greater detail below (see Fig. 11.6 ). Results UDL enabled the questioning as well as the enhanced development of already estab- lished teaching practices in the given research context. Indeed, the mere introduc- tion of the concept of UDL sparked a lively debate among the team of teachers (see Fig. 11.3 ). Examples will be used below to elaborate on the findings of the introduc- tion and reflection process, applying UDL as related to the research questions. Considering that this research focuses on a reassessment or reinterpretation of already existing good practices, some of these practices (which were observed and discussed with the practitioner-researchers) will be expanded on below. In order to elaborate on how existing practices in inclusive education can be reinterpreted under a UDL perspective , the following two examples will now be analyzed in greater depth. These teaching practices were identified by teachers when asked to nominate the most relevant and characteristic practices at SZD and were also identified as such during the observation phases. The following sketches of classroom settings were derived from observations that took place in early November 2019 (Figs. 11.4 and 11.5 ): Download 5.65 Kb. Do'stlaringiz bilan baham: |
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