What would you do to create a supportive academic climate in your classroom describing what you would do to ensure success for ALL your students? Include steps you would take to alter instruction and modify assignments for students with learning differences and disabilities.
The classroom has learners with different abilities, learning differences, and disabilities. The modern teacher is challenged to ensure the inclusive classroom provides for the different needs in the learning experiences. Through a consideration of the learning environment, time, resources, and learners, one can create a classroom environment increasing the learners’ abilities to learn, cooperate, and feel accepted (Bucholz & Sheffler, 2009). The paper explores strategies I would adopt to create a supportive academic environment for learners with learning differences and disabilities.
Supportive Classroom Environment
I would ensure a conducive class environment through a focus on changes in the classroom design, instruction, and assessment. Creating a class environment that is friendly, supportive, and caring goes a long way in helping students explore their relationship with the content and other learners. Through a warm and decorated classroom, the learners feel a sense of comfort and acceptance. According to Bucholz and Sheffler (2009), learners are sensitive to their surroundings. Thus, a class with bright colors, accessible areas, and various media is vital. In decoration, I must keep in mind that some colors like blue and green are calming while some like orange and red may be unsettling to some learners. I can also include soft chairs, plants, pillows, and rugs. They should be arranged in a neat manner allowing easy movement between the different learning areas.
Group arrangements can be done through the organization of desks to allow small group activities. It facilitates inclusive learning as the learners work together and interact regardless of learning disabilities. The disabilities are evident in the areas of spoken language, written language, arithmetic, and reasoning (DO-IT, 2012). Thus, even in grouping I must maximize on each learner’s strengths and facilitate an improvement in the weak areas. It can be made possible through effective collaboration with my co-teacher in planning and executing learning experiences.
Steps to Alter Instruction
I would adopt an approach focused on open discussions and cooperative learning strategies (Little, 2004). Through structured small-group activities, the approach would allow me to encourage the learners’ involvement and working together. I must ensure the approach accommodates various learning preferences and approaches; this is informed by my understanding of each learner’s abilities and learning styles. Through a multi-faceted curriculum, I can ensure the teaching of the same content through multiple teaching methods. It will benefit and accommodate learners with disabilities in the areas noted earlier.
I can adopt the Universal Design in my instruction and modify it according to the needs, age, and developmental levels of the learners. The steps include;
Developing an understanding of the learners’ needs through individual interactions, IEPs, and information from parents and other relevant parties.
Going through the content and developing materials to use in maximizing the learners’ benefit from the learning experiences; this includes relevant technologies.
Presenting classroom materials in various ways focused on the learners’ strengths. It involves the presentation of vital information through written and oral, visual, auditory, and kinesthetic formats (DO-IT, 2012).
Ensuring a review of previous lessons to gauge the level of understanding and if there is a need for review it helps in knowing when to change an ineffective teaching approach and adopt a more effective one.
Accompanying verbal instructions with non-verbal techniques is also effective. The use of relevant gestures, facial expressions, and body movements keeps the learners focused on what I am saying. It increases their level of comprehension of what is being taught.
It is also vital to read aloud and explain any visual resources used in learning to maximize on the auditory mode.
When giving instructions, I must ensure they are clear, short, and simple so the learners can understand and follow them. Repetition is necessary. Enough time should be given for the learners to ask for clarification on the information or directions I provide.
The approaches adopted in my instruction method will focus on motivating the learners to be more engaged in learning activities, willing to take risks, confident about their abilities, persistent when working on challenging tasks, and improving the organization of their thoughts and activities (Ministry of Education & British Columbia School Superintendent’s Association, 2011).
Modify Assignments
At the end of every learning experience, I must assess the learners’ level of understanding of what is taught; it can occur through the use of assignments modified to cater for their varied learning styles. Depending on the concepts learned, I can provide assignments in the form of oral and written work, individual and group projects/activities among others. Some of the examples include dramatic, video, and oral presentations, charts, pictures, diagrams, and graphs, and voice-to-text technology (Ministry of Education & British Columbia School Superintendent’s Association, 2011). I can provide additional time to ensure completion of the work and provide the necessary feedback on strong areas and those in need of improvements. It is important to recognize the learners’ efforts and progress in the learning activities (State Government of Victoria, 2006). I must analyze and reflect on each learner’s progress. It guides me in knowing what the learner needs and how I can provide for it in subsequent learning experiences.
Conclusion
Supportive academic environments are vital for the provision of inclusive education. It gives learners with learning disabilities an opportunity to learn with their counterparts without learning disabilities and benefit from a stimulating learning experience. Through an understanding of the learners’ unique needs and learning styles, I can develop a conducive environment, instructions, and assessment methods fostering their holistic development.
References
Bucholz, J. L., & Sheffler, J. L. (2009). Creating a Warm and Inclusive Classroom Environment: Planning for All Children to Feel Welcome. Electronic Journal for Inclusive Education, 2(4), Article 4.
Disabilities, Opportunities-Internetworking and Technology (DO-IT). (2012). Academic Accommodations for Students with Learning Disabilities. Seattle, WA: University of Washington.
Little, D. (2004). Teaching a Diverse Student Body: Practical Strategies for Enhancing Our Students’ Learning: a Handbook for Faculty and Teaching Assistants (2nd ed.). Charlottesville, Virginia: University of Virginia Printing and Copying Services.
Ministry of Education & British Columbia School Superintendent’s Association. (2011). Supporting Students with Learning Disabilities: A Guide for Teachers. Province of British Columbia.
