Module 5: The inclusive approach to teaching and learning - Science
Unit 17: Inclusive schools and classrooms
The development of inclusive schools and inclusive teaching practices is at the core of UNRWA’s Education Reform Strategy and this approach has underpinned all the earlier Modules in this programme. All the Units in this Module, but particularly Unit 17, should be read in conjunction with the Inclusive Education Strategy (UNRWA 2013a).
This Unit sets out to further increase Science teachers’ knowledge and understanding of what inclusive education involves. It seeks to develop and change teachers’ attitudes towards inclusive education, and help them to develop the skills needed to incorporate inclusive practices into their classrooms. A key to achieving this is helping teachers to understand the barriers to participation that affect students with specific learning difficulties access the curriculum. This will help teachers increase students’ access to the curriculum and reflect on how the strategies discussed in earlier Modules are an appropriate response to the wide range of needs in any classroom.
Unit 18: Identifying the diverse needs of learners
This Unit explores the diverse needs students may have because of a disability, physical or mental impairment and other challenges. The Activities and Case Studies provide opportunities for teachers to consider the signs that can indicate that a student is facing learning difficulties. There is also information about the main types of impairment. UNRWA schools are to set up Student Support Teams (SST) that include the School Principal, Teacher Counsellor, Health Tutor and other teachers who have a particular interest or expertise in dealing with the learning and well-being of students with diverse needs. The role of the SST is to help and advise teachers on strategies to use to help individual students.
Unit 19: Supportive teaching and learning strategies in Science
This Unit builds on earlier Units, which explored the nature of interactive learning. It explores four broad approaches to differentiating teaching and learning and seeks to develop the skills and abilities needed to use these approaches appropriately to support students with diverse learning needs within the Science classroom. These approaches aim to promote a learning environment in which all students are able to access the Science curriculum and achieve their full potential. While this includes students who face particular learning barriers and individuals who have special gifts and talents, the Unit acknowledges that all students have different needs and that every class is a mixed-ability grouping.
Unit 20: Planning for inclusive education in Science
This Unit explores the factors that should be taken into account when planning Science lessons aimed at addressing the varied needs of all students. It considers some of the ways in which Science teachers can cater for the specific needs of individual learners identified using the strategies discussed in Unit 18, but emphasises that planning for inclusion in Science must cater for the broad range of needs in any group, with the aim of increasing the achievement of all students in the class. Planning should