Sensory Substitution, Key to Inclusive Learning

Visually impaired students, in primary education, encounter unique challenges while learning creative skills, exploring artistic expression and developing problem-solving skills, because so much instructional content is delivered visually. Sensory substitution—an approach that replaces visual information with feedback from other intact senses like touch, sound, taste or smell—provides an opportunity to address those challenges. Through the use of sensory substitution, this thesis proposes concrete ways to capitalize on the enhanced abilities of visually impaired primary school students. The research outcome of this thesis is a system of templates that puts these enhanced abilities to work for visually impaired students, to support them while they learn creative skills and practice problem-solving in a classroom setting. Each template contains a lesson that can be learned by using the process of paper quilling. The templates work equally well for sighted and visually impaired students, since all will be able to understand the lesson by using the sense of touch, as they learn by making

Further Education Funding Council : circular : 99/50 : inclusive learning quality initiative

"Information on the evaluation of the inclusive learning quality initiative and on the arrangements for the third year of the initiative" -- front cover

Cultivating Inclusive Learning Communities with Careful and Caring Conjunctions

This essay was originally the invited lecture I shared at ICCTE 2016. I arrived there, prepared to share about inclusive learning communities and our responsibilities to both model and teach our emerging educators to plan, teach, and assess diverse learners with inclusive and responsive practices. But just as I had to listen to the Sabbath whisper, I could not ignore the and whisper. So I ask that as you finish reading this essay and we go our separate ways, remember that we are embodied conjunctions. We are an important part of our language system that communicates so much about our culture. We may not get the amounts or forms of attention that we think education warrants and we may grow weary of all of our stakeholders telling us how to improve our practices. But we matter. Our voices can make a difference. You matter. Your voice will make a difference

Learner wellbeing and behaviour

The Learner wellbeing and behaviour policy pertains to learners, teachers, parents, schools and relevant staff and is concerned with the creation and maintenance of safe and inclusive learning environments in order to provide learners with the best opportunity to reach their potential. This policy is designed to support the Melbourne Declaration on Education Goals for Young Australians, the National Safe Schools Framework amd the Australian Curriculum (in particular the proposed Health and Physical Education Curriculum and the general capabilities-  social capabilities and ethical behaviours).It is expected that early learning settings, schools and colleges offer safe, respectfuland inclusive learning environments that support the active learning and participation of all learners. This can be acheived in part by developing whole-school approaches to learner wellbeing, behaviour support and bullying. Schools must include details of their relevant approaches, policies and procedures within their School Improvement Plans.Staff are required to explicitly model and promote socially acceptable and responsible values and behaviour, participate in whole school approaches and provide safe and inclusive learning environments. Parents, families and carers must ensure children are aware of and understand the requirements of policies and procedures relating to positive behaviour in early learning settings, school and colleges. Learners are expected to contribute positively to the ongoign development of safe and inclusive learning environments by following relevant school policies, procedures and guidelines

iSpot: a citizen science platform for inclusive learning and teaching

www.iSpotnature.org (iSpot) is an Open University (OU) citizen science platform launched in 2009, which uses the challenge of identifying nature to engage people as citizen scientists. It encourages learning about wildlife while building species identification skills. iSpot has an active online community and provides a multifaceted experience, incorporating participatory science research with e-learning opportunities. Learning was always part of the design, with innovative educational technology based tools and features incorporated along with activities which encourage public participation and engagement that help to facilitate teaching; creating a unique learning journey. This poster shares best practice of an initiative that demonstrates how citizen science can act as a platform for scientific literacy. It demonstrates how iSpot supports informal to formal learning through a five-step model: explore, identify, contribute, personalise and recognition. It shares how the integration of authentic inquiry, through a citizen science platform environment, facilitates learning; and highlights this through the development a new course Global biodiversity and citizen science

Accessible Inclusive Learning: Futures

The last chapter outlined some key approaches and challenges that we have seen when conducting research that seeks to make learning accessible to all. Here, we explore newer trends that are directing our current research and practice in this area. These promising directions include devising models for global networks, the potential to collect and use data to understand learning experiences in new ways, and new opportunities arising through artificial intelligence. By exploring current and recent projects around these areas, we also highlight some emerging tensions. Finally, we return to thinking about how we conduct research, considering how concepts of bricolage and guerrilla research can be an important part of our palette of approaches

Accessible Inclusive Learning: Foundations

One of the most persistent themes in discussions around technology in education is the idea that technology can affect access to learning. This can be seen as positive or negative, and it is often more complex than it seems. If computers can convert the text in a web page into spoken word, or the spoken words on a video into captions, have we made the learning accessible to deaf or blind students? Most likely we have made an important step in the right direction, but this might be only one challenge in the wider pedagogy and student experience. If MOOCs can teach thousands for free without any cost or entry requirements, does that mean they are increasing access? Perhaps, but are they also creating barriers for some through the pedagogical and technical design? In this chapter we will unpack how these issues have been tackled through research

Learning Management for Inclusive Students

This study aims to determine learning management for inclusive students at MI Zainul Yasin. This type of research is descriptive qualitative research. Data collection techniques using observation, interviews, and documentation. The results of this study are inclusive learning management for inclusive students, including planning, organizing, implementing, and controlling learning. This inclusive learning plan is the initial stage of the learning management function, where teachers prepare to deal with included students in regular classes. So that the curriculum and infrastructure facilities are also well prepared. This is well organized by selecting the main priority strategies according to the material presented. While the implementation of inclusive learning includes three things, namely initial activities, core activities, and final activities. At its peak, inclusive learning management instructs teachers to continually evaluate their knowledge every day, every week, every month, and every year

CREATING AN INCLUSIVE LEARNING & TEACHING EXPERIENCE

The diagnosed disabilities of under graduates within the Creative Art & Design sector of higher education now stands at 15.7% per annum(2 Equality in Higher Education: Statistical Report 2013), at Falmouth University with it’s focus on creative education this number is closer to 25%(Appendix 1). When including undisclosed disabilities this number could actually be closer to c.30% of the School of Communications student intake per annum, this is an increasing trend and therefore becoming the norm to which the School should engage in it’s teaching practice and the learning environments it creates. The personalised approach to learning teams/crits is reliant on the ability of tutors to work with small groups of students of c.6-8, allowing the time to cater for individual needs and flexibility in an approach to communicating peer feedback. With the increasing numbers of disabled students attracted to the School, an increase in overall annual student intake and the diversification of a lecturers role within the business of the University the pressure is now mounting to increase the sizes of these learning groups and decrease the time available to run them

PROVIDING INCLUSIVE LEARNING AT HIGHER SCHOOL

Providing inclusive learning at higher school is fulfilled on the basis of using specialized infrastructure, pedagogical practice and pedagogical workers’ effective work. An important direction of the study in the academic paper is the analysis of the key principles of forming inclusive learning at higher school using the experience of developed countries and its implementation in pedagogical practice. The issue of ensuring inclusive education is an urgent one for the social policy of any country, as it plays a significant role in ensuring the development of human capital and promoting demographic policy. The purpose of the present academic paper is to analyze the features of organizing inclusive learning at higher school. The state policy for inclusive education formation should include several measures aimed at improving the educational environment, training highly qualified pedagogical workers and a number of tools used during the educational process. The academic paper studies the key principles of organizing inclusive learning and the basis for its further development. Particular attention is paid to the issue of using the means of organizing inclusive education aimed at developing emotional and academic intelligence. The scientific article outlines the basic principles of establishing inclusive education and opportunities for improving the implementation quality. The research results indicate the necessity to improve the state social policy, the introduction of innovative infrastructure and specialized means used to improve the quality of inclusive education. The obtained results can be used for modern higher schools in order to ensure an effective educational process.