Special Teaching Approach for Inclusive Education and Inclusive

Classrooms
Emir Omer Emre
Graduate School of Education, University of Exeter, UK

Abstract
In recent years inclusion and inclusive education has become one of the most
highlighted and discussed issue in education. However, there is still no consensus on
mainstreaming practices and the teaching methods to be applied to these pupils with
SEN in the classroom. This paper examines the special teaching approach that may
show a different way for class teachers and for other educators in the classroom to
implement the inclusion; In addition, it can contribute to the maximum benefit of
students with or without SEN, from the education given in the school. Furthermore, it
gives detail about the different aspects of the special teaching approach and underline
some dilemmas and difficulties educators might face in the classroom. The overall
target of the paper is to raise awareness about the special teaching approach and to
contribute to the on-going issue about the implementation of inclusion and inclusive
education in the classroom.

Introduction

With a growing focus on making education practices more inclusive (Booth & Ainscow, 2002) comes
the related issue of special teaching. Whilst the benefits of inclusive education are widely recognised
enabling people to develop to their full capacities, participate fully in development and improve the
quality of their lives (UNESCO,1990), inclusive teaching is not without its problems. Miles and Singal
(2010) highlight how some policies by which mainstream teaching is governed tend to ignore groups
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of children with SEN or disability. Additionally, without special teaching approaches how can we
justify there being Special Educational needs.

In their systematic review of classrooms, Rix et al (2009) identifies a growing focus on teaching
practises that can be used within the mainstream, thus highlighting the need for teachers to have a
knowledge of SEN and teaching of SEN. Despite this and other mentioned research, there is currently
no legal regulations or sanctions stating that teachers need to have a qualification in SEN in order to
teach either within the mainstream or within special schools.

Davis and Florian (2004) argue that a range of methods is most effective for both learners who are
identified with SEN and those who are not, that if schools and teaching methods can become more
adaptive, there would be less of a need to identify SEN. This notion has been further explored by
Norwich and Lewis (2005) who questioned whether learners with SEN needed more or adapted
teaching of the same kind offered to those in mainstream or whether they require teaching of
different kind/special teaching. This essay will explore how teaching of children with SEN is currently
conducted within mainstream environments and the implications of this whilst thinking about special
teaching methods. For the purposes of this essay Watkins and Mortimore (1999) definition of
pedagogy will be used; pedagogy is “any conscious activity by one person designed to enhance
learning in another”.

Current Pedagogical Situation

One report from the Office for Standards in Education ([CITATION OFS04 \l 1055 ] states that many
schools do not think they have the necessary skills, experiences or equipment to educate children
with special educational needs in England and Wales. It says that many schools see them inefficient
for providing special education. Lack of useful and valid resources to apply in classes is also a distinct
deficit in terms of effective pedagogy.

As teachers try to apply inclusive educational methods to expand the attainment of children with
special educational needs, they come up against some challenges and dilemmas in the educational
atmosphere. General education programmes and school’s setting policy may be a barrier for teachers
who want to apply a different sort of pedagogic technique for their teaching. [ CITATION Nor08 \l
1055 ]
Class and subject teachers practise are haphazard and spontaneous when trying to educate students
with SEN alongside their peers without disabilities.
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E. Emre Special Teaching for inclusive education

As a result, the methods teachers use for students with SEN may be less relevant than what they are
asked to implement in their classrooms and their practise does not meet the objectives of a
pedagogic plan.

Problem

The misconduct of curriculum and school setting create inadequate educational output for children
with special needs. This mismanagement within not only education systems and school settings but
also across teaching methods is counterproductive for teachers’ efforts to be achieved in their
practice.
As Hart et al. (2007) state that pervading determinist perspective on the education policy may cause
trouble for teachers to act and decide differently that refuse such perspective. This determinist belief
also assumes exclusion of students with special needs from the culture, curriculum and community
of mainstream schools and underpin them in a vicious circle.

There is different type of pedagogic approaches for school education but there is lack of evidence
about which teaching approaches efficiently include students with special needs in mainstream
classrooms. According to Palincsar et al. (2001) general pedagogic theories ‘do not reflect the unique
demands of learning subject-specific matter and are not generally recognized as advancing the
learning of all students’ (p.30), for children with special educational needs.

Lack of clarity about definitions of special educational needs has a confusing impact upon special
education and practice, as well as the issue about whether inclusive or segregated teaching a is more
effective educational setting for students with special educational needs.

In order to engage in the complex issues involved in the provision of a meaningful

Inclusionary education, researchers have been working on the concept of special teaching approach.

Special Teaching Approach as a Pedagogic Solution

The approach of special teaching focuses on how to increase the proportion of learning and the
proficiency of teaching in the atmosphere of the classroom as a way of reducing the need to identify
some students as different. This is explained by a shift in pedagogical thinking that the applied
education should have some ‘additional’ or ‘different’ regulation for children who experience
difficulties, via providing rich learning opportunities that are effectively made accessible for
everyone, in order that all learners are able to participate in classroom educational activities.

This approach highlights that sustaining and increasing the professionalization of class and subject
teachers is a vital issue against the tendency of marginalization of special education [CITATION Nor05
\l 1055 ]. Moreover, it argues that policy-makers, teacher training institutes, school administrations
and practitioners should focus on teaching issues of special needs more than defining the disabilities
of children. Although it has a general educational perspective to children with disabilities, it focuses
on children with learning difficulties. It claims that children with learning difficulties need distinct
kind of teaching to learn the same topic as others without learning difficulties.
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E. Emre Special Teaching for inclusive education

This pedagogic approach is described about inclusive education and inclusive practice from earlier
concepts, which are based on the process of providing teaching for all in classroom by differentiating
for some who need special or additional adjustment. It has a commonality-differentiation conceptual
framework to improve teaching in classrooms[ CITATION Nor06 \l 1055 ].
Brahm Norwich and Ann Lewis brought forward this pedagogic idea and they are still improving this
new educational approach. They clarify the special teaching approach in a multifaceted structure
which is based on some conceptual and schematic ideas.

According to Norwich and Lewis, (2005) there are 3 differentiated goals for teaching:

Pedagogic Needs (Classroom Teaching Goals):

whole class teaching, same task, same outcome
Common to all learners:
might use group work, same task/different task,
Specific/distinct to groups of learners:
different outcome
supporting a different task, with a different outcome
Unique to individual learners:

The definition of learners’ pedagogic needs defined according to their SEN status:

General Differences Unique Differences

Position Position

Common to All Specific to Group Unique to Individual

Model of pedagogy shows the differentiation in terms of curriculum, knowledge and teaching
strategies and suggest adaptation from generic to specialised teaching of curriculum, knowledge and
teaching strategies in connection with students’ needs.
In the general differences position pedagogy is defined by needs which are distinctive and specific to
a group that shares general characteristic. On the other hand, in the unique differences position
common and individual needs have an impact on pedagogic decisions and strategies.
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E. Emre Special Teaching for inclusive education

It argues teaching needs to be contextualised within curriculum and knowledge assumptions. In

order to contextualise with these components, teachers should have knowledge about teaching,
knowledge about learners and knowledge about curriculum.

Relationships between curriculum

specialisation and pedagogic adaptations:
Wave 1 Universal
Wave 2 Dedicated
Wave 3 Specialised

The approach suggest that teaching should be adapted from universal to specialised methods for the
children with special needs. For example: it suggests high density teaching (specialized adaptations)
for students with learning difficulties in classroom, which means teaching in high levels of practice to
mastery, more bottom-up phonological approaches to literacy, more error-free learning and more
examples of a concept in order to archive.

The approach states that the most appropriate education setting should be chosen for the
achievement of student wit SEN regardless to disability definition of him/her. It brings forward there
is no particular setting in order to be successful. Whether the setting can be inclusive or segregated
school or group or individual learning for the continua of attainments.

Conclusion

In conclusion, the problem of providing inclusive education continues to be a pedagogical

issue, as highlighted, students who have been identified as having SEN are often excluded
because either teaching methods fail them or the resources are not efficient in meeting their
needs. This is further complicated by arguments about whether inclusive or segregated
teaching methods are better for children with SEN and also by difficulty in defining SEN.
Research into special teaching methods is beginning to address these issues, with the
debate continuing around segregated versus inclusive teaching. Norwich and Lewis (2005)
recognise that in order to respond to the continuum of needs there needs to be a continuum
of pedagogic strategies, methods that can accommodate specific and general needs in
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E. Emre Special Teaching for inclusive education
inclusive practise. This approach demonstrates a focus on the individual and highlights the
importance of adapting systems to meet the individual’s needs, a positive change in thinking
about SEN. However, it may have implications in terms of assuming more responsibility on
teachers to have specialist knowledge in relation to SEN, more access to resources and
better resources and more time to be able to identify needs and provide an appropriate
programme. Further research into the area of a continuum of pedagogic strategies needed.

Bibliography

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