My experience with Inclusive Ed was that they loved my review work and explicit teaching. Students loved experiencing their first I can do this moments in Maths. It was the same in my mainstream classes. Success is its own motivator. Students love to know they can do the work and solve problems because they know how. EDI makes behaviour better. Students know. what is expected and can perform within expectations. It established boundaries and routines We all like to know what is expected of us so we can perform a desired - adults and students alike. Constant checking in and feedback helps students stay engaged.
Greg, that was a fabulous piece! One of your best. A clear riposte to those who discredit an explicit teaching approach as non-inclusive. My pre-service teacher education led me to believe that such teaching was, to put it mildly, ill-suited to cater to the needs of neuro-divergent learners. They required special intervention in the form of an IEP, as if a traditional approach to teaching (i.e., an explicit approach) was somehow flawed or at least inadequte to the task. This was the default assumption. Or rather, my assumption. If only I knew then what I know now!
My experience with Inclusive Ed was that they loved my review work and explicit teaching. Students loved experiencing their first I can do this moments in Maths. It was the same in my mainstream classes. Success is its own motivator. Students love to know they can do the work and solve problems because they know how. EDI makes behaviour better. Students know. what is expected and can perform within expectations. It established boundaries and routines We all like to know what is expected of us so we can perform a desired - adults and students alike. Constant checking in and feedback helps students stay engaged.
Greg, that was a fabulous piece! One of your best. A clear riposte to those who discredit an explicit teaching approach as non-inclusive. My pre-service teacher education led me to believe that such teaching was, to put it mildly, ill-suited to cater to the needs of neuro-divergent learners. They required special intervention in the form of an IEP, as if a traditional approach to teaching (i.e., an explicit approach) was somehow flawed or at least inadequte to the task. This was the default assumption. Or rather, my assumption. If only I knew then what I know now!
Very nice!