inclusive learning methods in the organization of learning conditions
Observation, learning and implementation The aim of the project is that students can discuss and use inclusive learning methods in the organization of learning conditions with regard to the diversity of the child group. The project is based on observations, academic sources and on-site implementation.
The project is threefold and consists of:
- Acquisition of gag a. Examine and analyze the social interaction and participation of a child who is about to attend the child group. For example, a child with a different cultural background, bilingual / multilingual.
- Background information is obtained by interviewing a guidance teacher.
- Extraction and implementation:
- Plan study conditions in the light of the results of the examination and carry out two hours; on the one hand based on the game and on the other hand group work with a small group of children. Also, consider your role as a teacher and how supportive the child is in these different times.
- Report: Writing a scholarly report based on scholarly sources as well as data processing and field experience. A report must be submitted after field studies.[unique_solution]
Details on data collection 1. Select a situation and a child in consultation with the guidance teacher. The child is preferably chosen with a view to cutting himself out of the child group in some way; of foreign origin or in language or communication / behavioral difficulties. (Do not select a child who has already received a diagnosis and is supported). (age 3-4 year)
- In addition to information provided by the guidance teacher, information about the child should be collected through video recordings. The recordings should focus on the child’s participation in the child group, ie. communication and the child’s play with other children (at least two recordings, e.g., 3–5 minutes in length). A key factor is gaining information about the child’s strengths and interests. It may also be a good idea to list down regularly what draws attention to and relates to the child’s interactions within the child group.
Further on processing and implementation in field studies
- When analyzing video recordings, it is important to ask questions about the child’s relationship with others. The questions might e.g. revolves around the child’s means of communication; how it takes initiative and seeks out relationships with the partners, how the child responds to the partners’ relationships, puts the child into play, what the child wants to do, how and whether the child tries to start a game or get into a game that already exists what are the child’s strengths and how does the child respond to rejection from partners. It is also important to look at staff communication and teaching methods. How is the child supported in their communication efforts? View the recording and try to answer the questions in the processing of an examination. (need not be all of the above mentioned questions and may also be other questions). The questions guide the processing of the observations and provide the basis for your play and group planning. 2. In view of the strengths and interests of the children and the processing of the observations, two hours are planned and implemented in the field study. 3. Set goals and priorities for the moment, one of which is based on intervention to support peer-to-peer interaction in daily situations (see section 4 in Kemple, for example, setting up play conditions and offering a small group, two children to play) and in the present, group work is organized and based on ideas of co-operative learning (see, for example, Chapter 5 in Kemple). The role and support provided by the child in the course of time should also be explained.
- After implementation, the process should be considered by a guidance teacher. It is important to point out items that attracted attention; e.g. were specific challenges or lessons you gained in your work with the children.
Details of a report submitted after field studies
- Introduction.
- Theoretical discussion of the philosophy of inclusive education. How to build a community for everyone (children and adults) in the nursery so that everyone feels that they belong and have something to give.
- Theoretical discussion of the child’s uniqueness within the group of children (of foreign origin or language or communication / behavioral difficulties).
- The child presented; strong sides and interest.
- Methods of data collection described.
- How does the child’s participation in the day-to-day life of the preschool appear? (The results are based on the answers to the questions and refer to examples from the exams).
- Focusing on the child in two organized times; game and teamwork (based on available results).
- The implementation of the lesson is briefly described: a. Where did they go, the number of children / adults. playthings; changes in the learning environment. b. Have a role and support for the child in the meantime.
- Assessment of the implementation: a. what went well and what pages, why, what did you want to do differently next time?
- Final words; a summary outlining the main issues and lessons learned in the student’s discussion and guidance teacher on the project.
The report should be structured in a traditional format and referenced in academic sources in a recognized manner.
understanding, critical discussion and analysis of results. (make use of at least 6 sources from the course material as well as the main book). Remember to have a page number and bibliography should accompany the project.
Peer reviewed, each paragraph indicates exactly where this quote, text, page, author is from APA. This is very important. All literature, except for the internet search.
Books:
VERY IMPORTANT IS THIS BOOK!!!!
rest I ma sending im meil.