Page 5 - LESSION 21.pmd

Inclusion : Concept and Practice

realizes, through observation that no two children learn at the same pace or in
the same way. Some need a lot of practice while others may learn immediately.
Some children in the class take to new material easily while others are slower Notes
to accept them. Some children learn from reading while some others from
listening or from visual aids. There may be children who have trouble in writing
while others can understand complex ideas.
In differentiated instructions, the teacher learns to identify what works with each
child and ensures that the teaching methodology contains activities and content
for each child in the group to “connect with” and benefit from.

21.2.2 Cooperative Teaching- Learning Strategies

Cooperative learning involves more than one child working together to achieve
a shared learning goal or task. Cooperative learning is a means of grouping
children in small mixed-ability learning teams. The group is presented with a
problem to solve or to perform. Children in the group then work among
themselves, help one another to complete the task and receive a group
performance score. Children work in small groups and cooperate with each
other to learn the task also. The role of a teacher is to promote cooperative
interdependence among children. There are several benefits of cooperative
learning strategies for children with special needs. These are:-
• actively engage in classroom activities

• children articulate their thoughts more freely
• receive confirming and constructive feedback

• engage in questioning techniques
• enjoy enhanced interpersonal relationship with other children
• develop self-esteem better
• use a team approach to solve problems while maintaining individual
accountability

• are encouraged to understand and appreciate of diversity
• clearify their ideas through stimulated critical thinking
• enhance self-management skills

• observe and learn problem solving techniques from peers
• receive additional practice on skills, and
• have increased opportunities to respond.

Further, when children are thinking aloud while discussing, teachers are better
able to assess child and group needs and intervene when needed. That is, by
actively monitoring children’s learning, teachers are able to redirect groups
toward learning tasks and provide re-teaching during discussions, as required.

EARLY CHILDHOOD CARE AND EDUCATION 205