Inclusive Teaching and Learning The approach The

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Inclusive Teaching and Learning The approach The approach is based on the assumption that no complete inclusion occurs unless students are totally involved in the process of teaching and learning. In other words, any inclusion that excludes

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Inclusive Teaching and Learning<br>
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The approach The approach is based on the assumption that no complete inclusion occurs unless students are totally involved in the process of teaching and learning. In other words, any inclusion that excludes teaching and learning is nothing more than bare social inclusion.
The implementation of the approach requires many other ideas and support we can get from various researchers.
We borrow the general pattern of teaching and suggestions from Wiggins and McTighe Understanding by Design, namely:<br>
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1. Plan the Unit after having established the authentic performance you want your student to achieve. In order to do this:
decide what knowledge, skills, attitudes, and deep understanding you want the student to achieve
remember the skills should be the same across the subject content to attain the continuous practice of competence
remember the Deep understanding is the answer to an Essential Question.
[According to Carol Tomlinson, ‘deep understanding’ is what every student should achieve, as explained in: Wiggins and McTighe (2013), Essential questioning. Alexandria, VA: ASCD].<br>