Inclusion and Mathematics Education
The inclusion of disabled individuals in the general social, educational and occupational contexts which are welcoming to mainstream populations is a goal which appears to parallel the progressive orientation of our culture. Modern education shows evidence of the trend toward change, facilitating the increasing integration of individuals who are physically, emotionally or learning disabled into public and private schools. This trend has been a decidedly positive one, with legal, economic and educational strategies coming together to present an effective and productive change in the way that we contend with disabilities. Inclusive practice, which submits that educational institutions should be considered responsible for helping to assimilate disabled students into mainstream population classroom settings and for providing them with the needed support to succeed therein, presents a number of challenges to educators. Namely, the determination of the appropriate curricular methods to be applied can represent a wide range of continually evolving responsibilities for instructors. An important primary factor for an elementary school teacher working within an inclusive framework to be aware of is that there are significant networks
By using concepts for which students already have a framework, this approach to math instruction avoids the disconnect which may often occur when students approach the subject with an assumption of its irrelevance. This is especially true for the learning disabled, for whom specialized and assistive programs and terminals help to ease participation in classroom engagements. It is necessary to factor that into educational and testing methods in order to help contextualize mathematics in ways with which students are inherently comfortable. It would be appropriate to attempt to establish a strong sense of the student's personal interests or attachments, and to use these as ways to engage an attachment to process, information and knowledge. This method of instruction demonstrates the important principle that numbers are all around us. The suburban school where I based my observation enabled for the insertion into math-oriented material examples derived from the prices of trading cards, the salaries of movie stars and the line-item value of the items in their refrigerators at home. Particularly, this is true of autism, the condition which afflicts the included student in the 6th grade classed here discussed as an example. of support designed to alleviate the sense that a classroom is alone in dealing with the unique challenges inherent to any inclusion case. Access of parents, support agencies and close collaboration with the student's advocate will be essential to making inclusion work in any given case. Incorporation of software and web-based instructional methods is becoming increasingly standardized. Its importance in establishing foundations for rational reasoning, concrete operationalization and problem quantification may all be illustrated to students through well-conceived motivational methods. We will attempt to incorporate as much as possible the individual's interests as we seek to help him learn. The methods chosen suggest an educational theory based on the progressive notion of bringing about the interchange between mathematics and real life and, simultaneously, an appeal to the fundamental ideological aspect of inclusion theory which denotes the individuality of learning strategies and the need for an effective teacher to engage all students according to individual needs. While there will inevitably be a number of students prone to success, a majority of students will require meaningful incentives in order to be receptive to that which math has to offer. In general, the instructional approach which should guide all students through a mathematics will center on the life-skills methods elaborated upon above.
Common topics in this essay:
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