Classroom Management of An

Inclusive Classroom

Inclusive Education
When every child is welcomed and valued regardless
of ability or disability.

Inclusive Education is an attitude

It

means the doors to schools,

classrooms and school activities
are open to every child and they
are afforded every opportunity to
be included with their non-disabled
peers.
The focus is on giving every child
the help s/he needs to learn.

Inclusive education is NOT:

Dumping kids with disabilities into general
classrooms without the supports and
services they need to be successful.
Cutting back special education services as a
trade off for being in the general education
classroom.
Sacrificing the education of kids without
disabilities so kids with disabilities can be
included.

Special Education. . .

is NOT a place

Special Education IS. . .

individualized supports that give kids

with disabilities the extra help they need to
learn from general curriculum.

Physical therapy
Curriculum adaptations
Communication board

Speech therapy

Language therapy

Behavior plan

Environmental accommodations

We Learn

10% of what we read

20% of what we hear

30% of what we see

50% of what we both see and hear

70% of what is discussed

95% of what we teach someone else.

William Glasser

Students cant learn general curriculum unless

they are in the room where it is being taught.

Ideas for disability awareness

Deafness - have students watch their favorite TV show with

the volume off.
Teach students some sign language or Braille.
Not able to understand - give students a paragraph in
German and then test them on it.
Not able to communicate give students a puzzle to do
together but dont allow them to talk.
Have students use a wheelchair or crutches for a day.
Have students communicate using only body language or
gestures.
Dyslexia give students a paragraph to read with the
letters switched around.
Sensitivity to noise have students take a test while there is
a lot of unexpected noise in the background.

Furthermore, the concept of SEN has no

consistent international usage.
The term covers in various countries:

Those with disabilities

Those with learning difficulties
Those with disadvantages
Gifted and talented students

Special needs education Educational

intervention and support designed to address
special educational needs. The term special
needs education has come into use as a
replacement for the term special education.
The older term was mainly understood to refer
to the education of children with disabilities
that takes place in special schools or
institutions distinct from, and outside of, the
institutions of the regular school and
university system.

Since the declaration of International Year of

Disabled Persons 1980 and the launch of "The
World Programme of Action Concerning
Disabled Persons 1982
Malaysia has also introduced various policies
and programs to improve the quality of life for
disabled people. Participation and community
involvement began when the community took
part in the integration of people with
disabilities.

Based on the Philosophy of Education, all

children have the right to get the proper
education according to their capabilities (Mr.
Abdul Rahim Bin Talib, 2007).
Therefore, teaching Special Education is
designed to meet the educational needs of
children with special needs.

Individuals with disabilities Education Act

(IDEA), 1990 had classified children with
special needs into 13 categories.
Abdullah Yusof, 2006 - classified into 8
categories just by adding a few categories as
follows

CHILDREN with special needs;

HEARING DISABILITIES
VISION DISABILITIES
SPEECH & LANGUAGE DISABILITIES
MENTAL DISABILITIES (disorder)
PHYSICAL & HEALTH DISABILITIES
LEARNING DISABILITIES
EMOTIONS & BEHAVIOR DISORDERS

Department of Special Education (2003)

categorized children with special needs as
follows:
HEARING PROBLEM
VISION PROBLEM
LEARNING PROBLEM
- weak (Slow Learner)
- Down Syndrome
- Hyperactivity
- Dyslexia
- cerebral palsy
- autism

children with special needs is made up of

eight categories:

visual impairment,
hearing impairment,
emotional and behavioural problems,
physical and health problems,
mental problems,
communication problems,
learning problems
Intelligent/smart children .

For children with visual and hearing problems,

they are placed in special school for vision
and hearing problems.
While other children are placed under children
with Learning Disabilities

Definition of learning disabilities students are

children who have cognitive problems (brain
disorder) which can be taught (educable) and
given formal education (Mr. Abdul Rahman Bin
Talib, 2007).
They are housed in the Special Learning
Program (Learning problems) that is
integrated with the normal schools.

VISION PROBLEMS

Vision problems is the inability to see. According to

Heward (1996), a person with a visual acuity of
20/200 or less of the healthy eye with correction
(glasses) or have a narrow field of vision less than
20 degrees.
According to Hallahan & Kauffman (2002), lost sight
of the light (the ability to state the existence of light
from the dark) or light projection (the ability to
identify the source of the light.
According to the National Society For Prevention of
Blindness (1990), the accuracy of vision 20/200 or
less after correction or has visual space more than
20/200 but not exceeding 20/70 after correction.

Vision problems are in two types that are : partially blind and blind.
Partially blind are those who still can read and see the blurring of
vision (vision <3/60)
Blind are those who simply do not see and need the Braille code
help to read.
The reasons for this defect is a factor of complications during
pregnancy and after birth, rubella, syphilis, injury and disease.
According to Hewett Fan Forness (1974), 49% disability due to
errors in the eyes of hiperopia, myopia, astigmatism, 47% due to
infection after birth, 33% due to poisoning, 7% -8% from the
disease and 2% due to an accident.
According to Menon (1981), among the causes of blindness are
cataract, namely 66% of smallpox variola, poor nutrition, accidents
and Glaucoma respectively by 25%, 15% due to infection and 5%
due to trokoma. No doubt also, this problem occurs due to genes

The physical signs are those with vision problems are:

rotating eyeball, eyes sensitive to light, the edge of
the is red, swollen eyelids, eyes always watery,
squinting and there are spots in the middle points.
often complain of not being able to see clearly,
headaches when performing a task, blurred vision and
sometimes the object (two images.)
Behaviour, they always turn my head in the direction
of the current view object, often frown or smaller eyes,
frequent blinking, always bumping into things,
confused by the letters, watching television and
reading books in close distance .
Because of the limitations they have, there is less
sense of self-confidence and often live in seclusion, but
it can be overcome by providing a good service to
them (does not mean special treatment so they will

HEARING PROBLEMS
Hearing problem involves the inability to hear
There are two categories deaf:
deaf and half deaf
Deaf - cannot use their sense of hearing.
Half deaf still can use their sense of hearing
but with hearing aids.

Asmah Haji Omar (1984), defined as someone

who was born deaf with hearing defects. Cant
recognize the sounds of language, can not
hear the conversation of others and not be
able to experience and appreciate the thought
and culture through language.

The causes of hearing could be traced before birth, during birth and after
birth.
before birth
- due to genetic
- Non-genetic
- Infection during pregnancy such as rubella, meningitis, measles,
diabetes, etc.
- Taking drugs during pregnancy
- Pregnancy too often
- Oksemia in late pregnancy
at Birth
- baby's head was at the cervix for too long causes uterine to press on the
ear
- premature birth
- Injury to the ear at birth
- Disease 'homolisis' caused by the Rhesus (Rh)
after birth
- Diseases caused by bacteria and viruses
- accident that injured part of the ear
- Exposure to loud noise

Signs that show that children who have hearing

problems:
are not paying attention in class,
seems to always daydreaming,
speech is not clear,
surprised when approached from behind,
do not understand the instructions given and
poor performance especially in relation to language.
For physical development - gross motor and fine motor
these children are as normal as other children.
Cognitive development is relatively slow due to the delay
in language development.
Social development, it depends on their experience, how
treatment received

Emotional
Hyperactivity Problems,

Hyperactivity is a term used for children with

overactive behaviour and disrupting
(disturbing) lack concentration.
It is also known as Attention-Hyperactivity
Disorder (ADHD).
Children should not be asked to carry out a
passive activity to 20 minutes

According Marityn Friend (2005), American

Psychological Association (APA) defines ADHD as a
psychology disorder that can be detected at the age
of seven years and categorized into three namely;
Attention Deficit ADHD
- They may often daydream in class, often forgetful
and disorganized work
Hyperactivity-impulsive ADHD
- Hyperactivity showed a very high amount of
movement
- impulsive without thinking of doing something
The combination of ADHD
- Indicates on the properties of both the lack of
concentration, hyperactivity and impulsive

Behavioural characteristics of children with ADHD

are different, and the usual hyperactiveimpulsive ADHD behaviour problems more
clearly than impulsive ADHD. These children
more aggressive for example they often start an
argument, often make mistakes due to
negligence, failed to complete school work, do
not want to listen when spoken to, do not like and
refused to perform tasks.
Social characteristics of these children focused
more on the appreciation of self-esteem which is
positive or negative depending on environmental
conditions that they receive and they easily
adapt themselves according to social demands.

PHYSICAL AND HEALTH PROBLEMS cerebral palsy

Definition of cerebral palsy is a physical

handicap due to defective nerve connections
between the brain with the body at birth or in
early age.
Cerebral palsy children mainly suffer damage
in the motor areas of the brain that result in
less capability to perform the movement of
muscles and body upright.
Brain and spinal deformity usually occurs
before, during and in the early stages of
infancy when the brain rapidly growing
children.

There are four categories of cerebral palsy:

spastic cerebral palsy, cerebral palsy athetiod,
ataxia cerebral palsy and cerebral palsy combined.
Physical characteristics in children with spastic cerebral
palsy is the problem of tension in certain muscles such as
arms and legs. This muscle tension can cause muscle
movement becomes limited or no coordination. For
example, if the muscle tension occurs in the legs, the
movement t unrestricted followed by a surge of energy
results in less-controlled movement.
For cerebral palsio athetiod, they have had more than
bend and out of control. While for ataxia cerebral palsy,
the balance of their body is not good in addition to no
coordination of body movements.

Social problems faced by this group is to

adapt in the society. Because they do not
speak well, they feel inferior and this affects
their relationship with the environment.
Other reasons which caused this children to
have inferiority complex is that parents who
are too protective and too much attention
,this child are not given any opportunity to
learn basic skills for self-preservation.

MENTAL PROBLEMS
Mentally Retarded
. Mental retardation problems become an issue that needs
to be addressed because the students who suffer from
this problem would receive instruction in schools.
. Causes : biological factors (genes) and the environment.
Heredity factors can significantly influence the intellectual
performance of a child compared to environmental factors.
These children have physical characteristics similar to
normal children in terms of growth of body parts, however
there is a lack in the use of fine motor. The children were
slow in their fine motor skills development.
. Parents or teachers need to monitor their fine motor
development.
A.

These children often exhibit difficulty in

concentrating or focusing on T&L in the class.
it is difficult to complete the task and easy to make
mistakes , exhibit behaviour disturbing friend.
In social relationships with friends, they are less
accepted by friends, as not at adapting, less mature
and have problems in acquiring social cues that
they often miss-interpreted the action of other
students.
Other behaviour pulling hair, nail biting, habit of
hurting themselves and ask for reward, when asked
to do things. teachers will give students something
that they like to persuade him to join in activities.

B.

DOWN SYNDROME
Down syndrome is a genetic disorders
causing mental retardation in children.
Down Syndrome term taken from the word
'syndrome' which means a collection of signs
or characteristics and 'down' is the name of
a doctor who has accumulated all the signs
and causes.

Physical characteristics of these children are: the eyes are

either inclined down or up, short eyelid fissure and skin
layers in the eyes, the shape of the face is flat, the head is
smaller than usual and the back of the head is flat , small
ears and low , small mouth and thin lips, the neck is short,
short limbs, broad feet and short toes, have heart problems
and others.
In terms of emotion, the children are labelled as mentally
retarded either mild, moderate, severe and very severe.
Children with Down Syndrome Light can still be educated.
Crying is the main signal and the children have hearing
problems.
Down Syndrome children are children who are spoiled and
need attention such as love embraced. Sometimes they
have other problems of hyperactivity and short attention
problems.

Autism

Autism is a condition in which children focus on in their own

world.
Root cause of autism is unknown, but the study focused on
genetic problems, problems during and after birth, brain function
and others.
GENE
- younger siblings with autism more likely to have autism than
others
- genetic disorder
Before and after birth
- rubella infection during pregnancy
- Encephalitis
- Lack of oxygen at birth
- Food Poisoning
Brain function
- defect Cerebellum, systemic limbic and temporal lobe and
cortex likely occur to the autism

Physical development of autistic children are as

normal children and appeared to have a hearing
problem and ignoring what other people are saying.
In terms of emotion is it difficult to predict because
it is changing.
- Often laughing, crying and angry for no reason
- Rampage uncontrolled if their need/desire is not
met or prohibited from doing something they want
- Damaging whatever they have around them if
emotionally disturbed
- Attack anyone nearby if emotionally disturbed
- There are times inflict harm on themselves

LEARNING PROBLEMS
A.

Weak (Slow Learner)

These children are known as children in
need of remedial education class.
Often these children are identified at an
early stage - failing to master the 3M in
education.
it is difficult to provide a clear dividing line in
the early stages of child development among
normal children and weak children. Only
after they enter school the problem can be
identified

According to Messe (2001), the intellectual

capacity of this child was moderate at 85 or
more in the screening intelligence test scores.
They also have trouble paying attention,
collect or process information in their memory.
In addition, these children are easily distracted
, easy to make mistakes due to negligence,
difficult to complete the task and the difficulty
of making a continuous assignment.
In mathematics, they show the difficulty in
memorising symbols used and the sequence
of processes in the mathematical solution.

Due to lack of concentration, difficulty in

processing information, difficulty in
completing assignments and other things
causing them to have social-emotion
problem. Often disturbing others.

B.

DYSLEXIA
Dyslexia word comes from two Greek words, namely
'DYS' meaning difficulty and 'lexia' meaning of words.
This then means. ' difficulty with the written
word Dyslexia is defined inability to acquire
knowledge of the learning process due to difficulties
in interpreting the code text.
Children with dyslexia have problems in reading,
writing and spelling (Sanders and Myers.1996).
Dyslexia is divided into three categories, namely
visual dyslexia involves sight, dyslexia involves
hearing and visual auditory dyslexia that
involves vision and hearing.

Physical development:
they are not interested in education and often
labelled as lazy and stupid. Wear clean
clothing always but not tidy, not buttoning
right.
They also have weak observation, hearing
and sight . Confusion also arises where they
find it difficult to distinguish between right
and left.

While reading, they often pretend to read and

show the text when reading. The confusion of
the word also arises as follows:
- Confuse with word position
- Reversal of words
- Confuse between English and B.Melayu
- Adding the letter
- shortening words
- Reversal of letters in words

C.

Exceptional Gifted
Gifted children are children who have high ability in
academic. They are often regarded as a naughty
student for not paying attention in class when they
really understand and master the learning
activities.
According to Ross (1993), the definition of gifted
children are children identified during the preschool, primary or secondary schools showed
outstanding talent or potential in academic
achievement than children of their own age, the
same experience and the same environment. They
also show high performance in terms of intellectual,
artistic and have exceptional leadership

Development of smart intelligent children show

unusual characteristics at a very young age
compared to normal children. Higher cognitive
development and can be detected since the age of
one year and shows the development in a wide
domain.
They get information, keep the information and
efficiently recall the information. These children
can plan, monitor and evaluate the use of advance
thinking at an early age than other children.
Emotionally they are very mature than other
children, easily frustrated and no fear at a young
age and very sensitive.

Managing students with problem of

mental retardation
- give more time
- clear direction, measures should be specified
in a logical sequence. Avoid leaving step
- commands can be broken down into small
parts and should be repeated
- new skills need to be repeated
- provide activities that involve the use of
sensory and motor skills

Room Accommodations

Special chairs or cushions, lower or high table or

chair, titled desk top
Different or additional lighting (not fluorescent),
sitting by a window for natural light
Sitting close to the blackboard or teacher, sitting
away from others
Stand instead of sitting or sitting instead of standing
Picture schedules, visual cues or visual timer
Quiet times or places to help concentration
Color coding
Visual organization of the room and supplies
Keeping materials for student and handing out as
needed
Have at least part of the room bare with nothing on
walls, ceilings or floors

Teacher Accommodations

Dont wear cologne (hard on allergies)

Dont wear a lot of jewelry (distracts kids with
ADHD)
Count to 10 before letting anyone answer
questions (processing time)
Vary teaching methods
Projects for extra credit or in place of timed
tests
Giving instructions one step at a time instead of
all at once
Ask questions to get repeat of information
Divide the class (small groups, peer partners,
peer tutors)
Set up lessons (community instruction, role
playing activities)
Change the learning goals (more time,
cooperate, share)
Create alternative activity (learning center,
research teams)

Individual Accommodations

Fewer problems on a page, large print or dark print

Read things to students and give verbal tests
Use a tape recorder (taking notes and giving reports)
Sensory breaks
Communication device or sign language
Use a touch screen, voice activated computer, switch
controls or adapted keyboard, mouse, calculator
Peer tutoring or peer taking notes
Small group work instead or individual assignments
Assistance with organizing
More time to transition to next activity
Change the materials (counting actual objects, tape
recorder)
Change how much or what kind of personal assistance a
student gets (prompts, verbal cues, gestures, physical
assistance)

Modifying Grades

Use a grading system to show

the combination of what they
learned and how hard they
tried.
Give extra credit for consistent
effort and completing
assignments.
Give extra points for positive
behaviors or extra assignments.
Reduce the amount of writing
by using T/F, multiple choice or
fill in the blanks, or oral tests
Give child less to learn at a time
Allow students to take classes
as pass/fail

Is pull out best?

Pull out means removing the

student from class for a small group
of 1-to-1 instruction. Ask:
Why cant the skill be taught in the
general classroom? Are there ways to
change it so it could be taught there?
While the student is in pull out, s/he
misses what is going on in the general
classroom. How do you help the
student catch up on what s/he
missed?
How will skills learned in pull out time
help the student spend MORE time in
the general classroom?

Accommodations work!

Before
Refused to do work
Behavior outburst
Unable to stay seated
Yelled and hit other
kids
No friends
Refused many class
activities

After
Does class work;
learned difficult terms
like life span,
germinate and
organism
Almost no behavior
problems
Sits appropriately
Loads of friends
Participates in all class
activities