Read About The 7 Steps Of The Include Strategy For Adjusting

Read About The 7 Steps Of The Include Strategy For Adjusting Instructi

Read about the 7 steps of the INCLUDE strategy for adjusting instruction. The descriptions of the 7 steps begin on page 140 of your textbook and go through the top of 150. Additionally, the components of INCLUDE are illustrated in Figure 5.2 on page 151. Pages 151-middle of 176 provide you specific information about each item illustrated in Figure 5.2. After reviewing this content, read the student case studies below and choose one you want to focus on for your work using the INCLUDE strategy.

Case Studies WO LIN Wo Lin is an 11-year-old bilingual female who came to this country from Malaysia two years ago. She has encountered serious learning problems resulting primarily from her physical disability, time lost from school during surgery, and relocation to the U.S. Wo has poor circulation in her hands and feet that causes swelling and discoloration of her fingers and toes. Extremely motivated to learn and from an educationally ambitious family, she is keenly aware of her failure and very anxious in academic situations. This results in further impairment of her performance.

Academically, she is far below the fifth grade in reading, spelling, and arithmetic. She reads at a low third grade level, with good overall comprehension based on context, but with many common words unknown to her. Auditory discrimination of consonant blends and knowledge of the consonant sound-symbol relationship are inadequate. In addition, she confuses some of the short vowel sounds and is unsure of the long vowels. Wo Lin has not read enough in English to develop a sufficiently large sight vocabulary to cope with the assignments given her.

In arithmetic, she can perform the basic operations, but she lacks the reading ability required to complete word problems. In addition, she has difficulty completing multi-step problems such as three-digit multiplication or long division. Finally, her physical condition makes holding pencils and crayons difficult. Her poor handwriting and artwork are a source of embarrassment to her. Wo Lin is an extremely pleasant student who makes friends easily and enjoys group activities during classes or at recess.

She is the middle child in a two-parent family. Her siblings are academically average brothers who are very protective of Wo in social situations.

Paper For Above instruction

The INCLUDE strategy offers a systematic approach to adjusting instructional methods to meet the diverse needs of students, especially those facing learning challenges like Wo Lin. Understanding and implementing its seven steps can significantly enhance educational outcomes by tailoring instruction to individual student profiles. This paper explores these seven steps, provides practical suggestions for application, and illustrates how the strategy can be effectively employed using the case of Wo Lin.

Introduction

Inclusive education emphasizes the importance of differentiating instruction to accommodate varied student needs. The INCLUDE strategy provides a detailed framework comprising seven distinct steps aimed at modifying and optimizing teaching approaches. For students such as Wo Lin, who face multiple challenges including physical disabilities, language barriers, and academic deficiencies, this strategy offers a pathway to fostering engagement, understanding, and academic success. The subsequent discussion delineates each step, outlines practical application methods, and demonstrates how they can be tailored to Wo Lin’s specific circumstances.

The Seven Steps of the INCLUDE Strategy

1. Identify student strengths and needs

Effective instruction begins with a comprehensive assessment of both the strengths and challenges a student exhibits. For Wo Lin, this involves recognizing her motivation, social skills, and resilience, while also noting her language delays, motor difficulties, and academic deficits. Conducting formal and informal assessments helps pinpoint specific learning gaps and personal attributes that can inform instructional decisions.

2. Note learning preferences and interests

Understanding a student’s preferred modes of learning (visual, auditory, kinesthetic) and interests enhances engagement. Wo Lin’s motivation, social nature, and interest in group activities suggest activities that incorporate movement and peer collaboration are likely to be beneficial. Recognizing her cultural background and bilingual status allows for integrating culturally relevant materials.

3. Consider environmental accommodations

Providing a supportive learning environment involves adjusting physical and sensory conditions. For Wo Lin, accommodations include ergonomic tools to ease handwriting difficulties, seating arrangements that minimize fatigue, and ensuring accessible learning materials. These modifications help reduce barriers and foster an inclusive classroom climate.

4. Utilize instructional modifications

This step involves adapting teaching methods to accommodate student needs. For Wo Lin, strategies such as multi-sensory reading activities, using audio books, visual aids, and simplified vocabulary can improve comprehension. Offering step-by-step instructions and using graphic organizers can help her process Word problems and mathematical concepts.

5. Differentiate assessments

Assessment adjustments are critical for accurate appraisal of learning. For Wo Lin, this could mean oral testing, projects, or portfolio assessments that allow her to demonstrate understanding without relying solely on spelling or handwriting skills.

6. Incorporate collaboration and support systems

Engaging specialists such as speech and occupational therapists, along with peer buddies, creates a comprehensive support network. For Wo Lin, a team approach can address her language, motor, and emotional needs, reinforcing her confidence and skill development.

7. Evaluate and adjust instruction regularly

Ongoing evaluation determines the effectiveness of interventions. For Wo Lin, periodic review of her progress allows for real-time adjustments, ensuring that instruction remains relevant and effective. Maintaining a flexible teaching plan is essential to meet evolving needs.

Application of the INCLUDE Strategy to Wo Lin

Applying this stepwise approach to Wo Lin’s case involves initial assessments to identify her specific deficits, such as her limited sight vocabulary and difficulties with multi-step math problems. For example, integrating visual and kinesthetic learning techniques can help her grasp mathematical concepts more effectively. The use of adapted writing tools like pencil grips or speech-to-text software can alleviate her handwriting issues, promoting greater participation and self-esteem.

Further, providing bilingual resources and incorporating her cultural background can make learning more relevant. Collaborative efforts with speech-language pathologists and occupational therapists can support her language development and motor skills. Regular progress monitoring ensures that instructional modifications remain aligned with her evolving needs, leveraging her motivation and social strengths to foster a positive learning experience.

Conclusion

The INCLUDE strategy’s comprehensive, systematic approach offers educators a valuable framework for differentiating instruction and fostering inclusive classrooms. By carefully implementing each of the seven steps, teachers can address the unique challenges faced by students like Wo Lin, creating an environment where academic growth and personal development are achievable. Tailoring instruction in this manner not only benefits individual learners but also enriches the educational community by promoting diversity, equity, and inclusion.

References

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2. Friend, M., & Bursuck, W. (2019). Including Students with Special Needs: A Practical Guide for Classroom Teachers. Pearson.
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5. Villa, R. A., & Thousand, J. S. (2016). Creating an inclusive school. Pearson.
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