1. Tahap keupayaan dan potensi murid - Aspek kognitif bagi menyokong pencapaian akademik (Inklusif
Penuh)- Aspek sosial & tingkah laku bagi (Separa Inklusif)
2. Minat dan kecenderungan murid- Aspek kekuatan murid ( apa yang mereka suka lakukan berulang kali - membantu aktiviti pengukuhan )
3. Gaya / Stail pembelajaran murid - Merangka aktiviti berdasarkan gaya & cara murid belajar
4. Status kesihatan murid- Aspek keselamatan, keselesaan dan kegembiraan (kasih sayang)
murid agar tumpuan murid dapat dipertingkatkan
5. Jenis Ketidakupayaan yang dialami murid - Aspek bantuan sokongan dari segi peralatan khas atau pengurusan
tingkah laku dan keperluan terapi / rehabilitasi
PERHATIAN KEPADA PERHATIAN KEPADA KEPERLUAN KURIKULUM KEPERLUAN KURIKULUM
GURU YANG BAIK AKAN PELBAGAIKAN CARA / KAEDAH PENGAJARAN BAGI MEMENUHI KEPERLUAN INDIVIDU MURID
PENGUBAHSUAIAN, PENYESUAIAN, MODIFIKASI ATAU AKOMODASI KEPADA KURIKULUM (ASPEK AKTIVITI / MEDIUM / MASA TETAPI BUKAN STANDARD) PERLU DILAKUKAN BERDASARKAN INDIVIDU MURID
PASTIKAN AKTIVITI BERDASARKAN PADA KANDUNGAN (CONTENT) YANG BERMAKNA DAN BERGUNA / PRAKTIKAL UNTUK MASA SEKARANG & MASA DEPAN.
PASTIKAN KAEDAH / STRATEGI DAN BAHAN PENGAJARAN BERFUNGSI KEPADA MURID
INSTRUKTIONAINSTRUKTIONAL BERKESAN L BERKESAN
BILIK DARJAH BERKESAN : KONDUSIF UNTUK PEMBELAJARAN
AMALAN BILIK DARJAH BERKESAN : PENGURUSAN YANG BERJAYA TEKNIK INSTRUKTIONAL BERKESAN MEMBUAT AKOMODASI YANG SESUAI FLEKSIBLE INSTRUCTIONAL
PENGURUSAN BILIK PENGURUSAN BILIK DARJAH YANG DARJAH YANG BERJAYABERJAYA
CIRI BILIK DARJAH: FIZIKAL (SAIZ, KELENGKAPAN DAN SUSUNAN
YANG SESUAI)
MEMPUNYAI PERATURAN (PROSEDUR) YANG PERLU DIPATUHI SETIAP MURID BILA BERADA DI DALAM BILIK DARJAH
INSTRUCTIONAL YANG SESUAI (BERDASARKAN POTENSI & JENIS KETIDAKUPAYAAN)
TINGKAH LAKU MURID TERKAWAL BAGI PEMBELAJARAN DIMAKSIMUMKAN
GPK / PENYELARAS PERLU MENGADAKAN MESYUARAT SECARA BERKALA DENGAN GURU HARIAN BIASA DAN GURU PENDIDIKAN KHAS BAGI BERBINCANG, BERKONGSI MAKLUMAT DAN MENYELESAIKAN ISU BERSAMA
Co-TeachingCo-Teaching
Amalan dalam Co-TeachingAmalan dalam Co-Teaching
MEMBIMBING MURID CARA BELAJAR YANG BERKESAN ◦ Mengajar murid penguasaan kemahiran untuk belajar dengan
berjaya
Team Teaching (MENGAJAR BERPASUKAN)◦ Guru harian biasa dan guru pendidikan khas akan membuat
perancangan (Rancangan Pengajaran Harian dan Rancangan Pengajaran Individu) dan bersama-sama mengajar atau mengajar 2 kumpulan murid (kumpulan lebih kecil) secara berasingan.
Supportive Learning Activities (Saling sokong menyokong)◦ Guru harian biasa dan guru pendidikan khas merancang dan
mengajar bersama kepada semua murid ATAU◦ Guru harian biasa menyampaikan kandungan utama dan guru
pendidikan khas merancang dan menjalankan aktiviti yang mengukuhkan pemahaman isi kanduangan yang telah diajar oleh guru harian biasa.
Co-TeachingCo-Teaching KEBAIKAN MENGGUNAKAN AKTIVITI Co-
Teaching :
◦ Menyediakan maklumbalas kepada kedua-dua guru untuk penambahbaikan
◦ Berkongsi mengurus bilik darjah
◦ Sentiasa memperuntukkan masa bagi tempoh yang sesuai untuk perbincangan dan penambahbaikan
◦ Menggunakan teknik Pembelajaran Secara Cooperative Learning)
Cooperative Learning TipsCooperative Learning Tips
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Conduct Written Ongoing Evaluation for Social Skills
Fine-Tune Procedures to Improve Functioning
Have a Parent Meeting to Dispel Fear of Group Grades
Use Pairs and Threes
Share Your Concerns with a “Veteran” Teacher
Use Tennis Balls on Desk Legs to Cut Down on Noise
Make Changes
Incrementally
Teach Beginning Social Skills in Non-academic Activities
Choose from a Variety of Cooperative Structures
Keep Things
Simple
Gradually Extend to New Subject Matter
Start Slowly
CONTOH CARA MEMBUAT CONTOH CARA MEMBUAT AKOMODASI AKOMODASI
Accommodations: there may be times when a child is entitled to some classroom accommodation. Examples of these might be special furniture, filters for lighting, acoustic enhancements etc. Again investigate and become knowledgeable of each accommodation.
INCLUSIONINCLUSIONGeneral and special educators
jointly plan to teach academic subject content to all students. The general education teacher remains responsible for the entire class while the special educator is responsible for implementing the IEP goals for special education students.
INCLUSIONINCLUSIONComplementary Instruction
In this approach the general education teacher assumes primary responsibility for teaching specific subject matter. The specialist has responsibility for teaching academic survival skills necessary for the student to access and master the core curriculum
INCLUSIONINCLUSIONSupportive Learning Activities
The general educator introduces academic content and the specialist develops and implements learning activities designed to reinforce the specific content.
The educators work together to develop and deliver the instructional content in the regular classroom even though each is responsible for a particular phase of development.
INCLUSIONINCLUSION
One Teach/One Support In this type of delivery system the
regular education teacher is responsible for teaching the curriculum.
The role of the special education teacher is to move from each child with a disability to the next and assist in answering questions, monitoring class notes, explaining the material and assignments, and working closely with the students to help level the playing field.
INCLUSIONINCLUSION
Step III-Setting up your classroom (Inclusion class): in this instance there is really very little to do. If you are hired for an elementary inclusion class the regular education teacher will set up the room.
In this case assist the teacher, making suggestions if you feel they will better serve the population of children with disabilities i.e. quiet corner or study carrel to avoid distractions
Small Group - ChallengesSmall Group - ChallengesOverlap between low achieving
students and students with behavior problems - learning was compromised
Students were often brought down by their peers as opposed to lifted up
Groups too large to work one on oneStigma- students often referred to
themselves as the “stupid class” and many students felt isolated from the mainstream classes
Co-teaching RolesCo-teaching RolesContent Area Teacher: curricular
goals, standards, expertise in content
Special Education Teacher: modification, enrichment, support
In ideal co-teaching teams the roles are blurred
Regular meetings with Coordinator of Special Services to discuss progress of collaboration and meeting co-teaching goals.
Students With Special Students With Special NeedsNeedsDifferentiated InstructionDifferentiated Instruction
Diverse group of students- strengths and weaknesses, interests, experiences, cultural backgrounds, language spoken at home, etc.
Requires diverse instruction- different students cannot all be expected to learn the same.
ONE SIZE DOES NOT FIT ALL!ONE SIZE DOES NOT FIT ALL!
Differentiated Instruction:Differentiated Instruction:OverviewOverview
In one classroom, different students doing different things according to their individual learning needs.
Teachers adjust content, process, and product in response to student’s readiness, interests, and learning profile.
ALL students working at an appropriate level of challenge.
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