Essay from the year 2017 in the subject Didactics - Common Didactics,
Educational Objectives, Methods, grade: 68, University of Birmingham,
course: PGDipEd Secondary (QTS) French, language: English, abstract: All
teachers face the challenge of making sure every pupil has the same
access to education by adapting their teaching to suit different needs,
known as inclusion. Kyriacou defines inclusive teaching as organising
teaching and learning to "cater for pupils with a broad range of
abilities and needs". Gedge refers specifically to pupils with a special
educational need or disability (SEND) when considering inclusion and,
although the focus of this study is SEND, it is important to note that
inclusion refers to all pupils. As Holmes said: "no learner is the same
as any other". Inclusion is not the same as differentiation, which
refers to the methods employed by a teacher to make the learning
accessible to all (Kyriacou, 2014), although this term is still
significant in relation to making teaching inclusive. This study aimed
to find out how inclusion works in practice. I focused on Modern
Language (ML) teaching and carried out a case study of two Year nine
pupils with Asperger's Syndrome, a condition within the wider range of
Autistic Spectrum Disorder (ASD), in an 11-19 mixed comprehensive. I
looked at how changes to teaching and the classroom environment affected
their learning over six one-hour lessons. I will consider views from a
range of literature on the subject and use several methods of data
collection to analyse the results and conclude whether the teaching had
an impact. I will then explore these findings in relation to my future
practice.
