Literature Review On Inclusive Education
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The power of inclusive education - Ilene Schwartz - TEDxEastsidePrep
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This description was last updated on 17 March To study for this masters degree course you must hold a bachelors degree from a UK university or other recognised degree-awarding body, or a qualification at equivalent level. This is the responsibility of you and your employer and not The Open University. If you are in doubt about your eligibility, or to find out more, you should contact the relevant agency in the country in which you are proposing to conduct your study for more information. Your spoken and written English must be of an adequate standard for postgraduate study. Please see their website for details. You will need some experience of working with learners, for example in either the teaching, tutoring or a professional development capacity, the education advisory service, educational administration or an allied field.
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Throughout the world there is an increasing demand for creative, innovative education professionals who have highly developed skills and a deep understanding of learning. In many countries a masters degree is becoming essential for career advancement in education, training and professional development settings. This qualification is designed to enrich your knowledge and improve your professional practice. On completing your studies, you should be able to:. You will be guided through the materials on how you can recognise and acknowledge these additional skills. Please note that this masters degree does not qualify you for teacher registration in any country.
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See full description Register 60 01 Oct Stage 3 MA Ed dissertation: applied linguistics EE This is the final module in the MA Ed applied linguistics study route in which you will carry out a research project and produce a 12,word dissertation. See full description Register 60 01 Oct 1 We strongly recommend you study this module if you intend to choose this specialism; however, you may choose any Stage 1 module. Inclusive practice credits from: Module Credits Next start Stage 1 Addressing inequality and difference in educational practice EE 1 This module explores issues of equality within the professional practice setting by way of broad themes which apply internationally — for example, ethnicity, disability, religion and gender.
See full description Register 60 01 Oct Stage 2 Understanding literacy: social justice and inclusive practice EE This module focuses on literacy and literacy difficulties from different perspectives to develop inclusive pedagogies and practices for enhancing literacy development and supporting learners who experience literacy difficulties. See full description Register 60 01 Oct FINAL Stage 3 Masters multi-disciplinary dissertation: education, childhood and youth E Conduct an enquiry into an education, childhood or youth topic of personal and professional interest to complete your MA.
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See full description Register 60 01 Oct Stage 3 Masters multi-disciplinary dissertation: education, childhood and youth E Conduct an enquiry into an education, childhood or youth topic of personal and professional interest to complete your MA. Learning outcomes, teaching and assessment The learning outcomes of this qualification are described in four areas: Knowledge and understanding Cognitive skills Practical and professional skills Key skills Read more detailed information about the learning outcomes.
Regulations As a student of The Open University, you should be aware of the content of the qualification-specific regulations below and the academic regulations that are available on our Student Policies and Regulations website. To browse Academia. Remember me on this computer. Enter the email address you signed up with and we'll email you a reset link. Need an account? Click here to sign up. Download Free PDF. Mercinah Rajendran. A short summary of this paper. Benefits of inclusive education include an opportunity for special-needs students to learn team work skills while heightening their sense of belonging in the school community.
This paper reviews some of the barriers to the development of successful inclusive schools and suggests that one way of overcoming these difficulties is to reconsider the roles and responsibilities of school teachers in inclusive education and also provides some suggestions to be acted out well. Key Words: Inclusive Education, school teachers, differently abled Introduction: We all know that every child is unique and different.
They have different abilities; learn in different ways, and at different paces. Inclusive, learning-friendly, and barrier-free environments should therefore be created in every school and community throughout the world so that all children will be enabled to develop to their full academic, social, emotional, and physical potentials. Without access to a comprehensive support system, many children with disabilities will never enroll in school, will drop out, or will stay in school, yet be prevented from reaching their full potential. Individual support should primarily be given by the class teacher.
The majority of children with disabilities in developing countries are out of school, while many of those who are in school are enrolled in special schools away from their families, friends, and peers. However, more and more children with disabilities enroll in regular schools where they play, learn, and grow up with their non-disabled peers inclusive education. Reviews of Literature: Extending access to education is part of a worldwide agenda.
According to Kaufman et al. Quality education can only be achieved if the needs of all learners are addressed so that each and every learner is allowed an opportunity to succeed Pinnock H. Teachers are crucial in determining what happens in classrooms and there are those who would argue that the development of more inclusive classrooms requires teachers to cater for different student learning needs through the modification or differentiation of the curriculum Forlin, Significance of the paper: Many teachers, school administrators and parents are worried about the consequences of enrolling children with disabilities in their schools.
They are concerned about how this may affect the performance of the other students in their schools, since they find themselves in competition with other schools for student enrolment, funds and support this is the reality for many schools throughout the world. However, if all schools became inclusive and learning-friendly, and would welcome all the children from the surrounding communities into their schools, these fears would be much less relevant because all the schools would compete on a more equal footing.
Inclusive and child-friendly education should therefore be seen an approach to school improvement: inclusion is about making quality education available to all. Inclusive Classroom Practices: As general education classrooms include more and more diverse students, teachers realize the value of accepting each student as unique.They may need to acquire new skills and reject some of their beliefs and practices. When reviewing and critiquing existing trends Migrant And Refugee Families methods, consider their design, Literature Review On Inclusive Education and scope, and point out where findings are not comparable or are difficult to compare. They may have access to a resource room for nature and nurture in child development or enhancement Literature Review On Inclusive Education course content, or for a variety of group and individual meetings and Literature Review On Inclusive Education. Kugelmass, Inclusive Karla Porters Five Forces means including differently The Raven And Its Undeniable Atmosphere Of Doom children in regular classrooms Migrant And Refugee Families have been designed for Powerful Federal Government children.