Name: James Ashaley Kotey

Module: Educational Organization & Management

Question 1- Inclusive classroom strategies with realistic examples.

1.0 Introduction

Taking into consideration the advantages of inclusive education in a school setting, when one is

working in an inclusive classroom and searching for solutions that are most effective. Acquiring a

solid knowledge of what inclusive education entails, what the research shows about it, and the tried-

and-true approaches that maximise the benefits for all must be part of the process of learning inclusive

education. When all children, regardless of their difficulties, are placed in age-appropriate general

education classes in their own neighbourhood schools, they are able to receive high-quality instruction,

interventions, and supports that enable them to achieve core curriculum goals. This is what we mean

when we talk about inclusive education (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut,

2012; cited in Sharp, 2017). Both the institution of education and the classroom operate under the

presumption that children with disabilities have the same level of fundamental competence as children

who do not have disabilities. As a consequence of this, it is possible for each and every student to be

an active member in both the classroom setting and the greater school community. A significant

portion of the drive behind the movement is legislation that requires students to get their education in

an environment with the fewest restrictions feasible (LRE). This indicates that they are placed in an

environment that is as similar as possible to that of their classmates who do not have disabilities, with

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general education serving as the setting that is preferred for all children (Sharp, 2017). The foundation

of a successful inclusive education is the acceptance of, respect for, and attention paid to the

differences and diversity of students. These distinctions can include variances in physical ability,

cognitive ability, academic ability, social ability, and emotional ability. This is not to suggest that

children never need to leave regular education classes, as they do for a variety of reasons, such as

speech or occupational therapy. However, this is not to argue that children never need to leave regular

education classes. On the other hand, the plan is for this to be an isolated instance. The ultimate

objective is to develop an atmosphere in which all students experience a sense of belonging, are

sufficiently challenged, and are supported in their efforts. It is crucially important to provide assistance

for the adults as well. This include the teachers of both regular and special education, in addition to

any and all other members of the staff and faculty who are vital stakeholders, such as the parents.

1.1. Benefits of Inclusive Education for Individual Students

Inclusive education and inclusive classrooms are gaining traction since there is a large amount of

research-based data demonstrating the benefits of doing so. To put it more succinctly, children with

disabilities and children who do not have difficulties both gain from enhanced learning. As a result of

inclusive education, students with disabilities are able to achieve higher levels of success and improve

their skills, and their peers who do not have disabilities also benefit from this type of education. These

findings have been gleaned from a number of studies carried out over the past three decades (Bui, et

al., 2010; Dupuis, Barclay, Holms, Platt, Shaha, & Lewis, 2006; Newman, 2006; Alquraini & Gut,

2012). This includes academic increases in literacy (reading and writing), mathematics, and social

sciences both in grades and on standardised exams, improvements in social skills and more friendships

for students with impairments, and greater communication skills (SWD). When students with special

needs spend more time in regular classrooms, they have fewer absences and are referred for disruptive

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behaviour less frequently (Bui, et al., 2010). This may have something to do with the findings about

attitudes; these people have a better opinion of themselves, have a better relationship with their

teachers, and are more motivated to study and learn (Alquraini & Gut, 2012). That when they are in

classes that are inclusive, their peers who do not have impairments have more favourable opinions in

these areas as well, and that this is because of the inclusion of everyone in the classroom. They

advance more in reading and mathematics in their academic studies. According to the findings of

research, the existence of SWD creates opportunities for non-SWD to learn additional sorts of content.

One of these scenarios is when they take on the role of a peer coach. As they become more proficient

in assisting other students, their own performance also improves (Asare, 2019). Another advantage is

that regular students benefit from the fact that their teachers are able to deliver instruction in a wider

variety of learning modalities, such as visual, auditory, and kinesthetic, because they are taking into

account the various learning styles of their students with special needs.

Researchers usually look into concerns and potential hazards that can make the learning experience

less beneficial for students in inclusion programmes (Bui et al., 2010; Dupois et al., 2006).

Nonetheless, the findings suggest that this is not the situation (www.resilienteducator.com). There is

no difference between inclusive and non-inclusive classrooms in terms of the amount of time that is

spent teaching or the length of time that students are actively engaged (Dupois et al., 2006). In point of

fact, a significant number of students in regular education report having very little or no awareness that

there are students with disabilities present in their classes. When students are made aware, they

demonstrate more compassion and tolerance for students with disabilities (SWD) when they all

participate in an inclusive education.

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1.2. The Feelings and Attitudes of the Parents

Of course, parents play a crucial role. According to a comprehensive review of the relevant literature

conducted by de-Boer, Pijl, and Minnaert (2010), the majority of parents are uncertain as to whether or

not inclusion is a viable choice for their SWD. They also mentioned that on the bright side, the more

experience they had with inclusive education, the more delighted SWD parents felt about it. This was

a good aspect of inclusive education. In addition, the vast majority of parents of typical pupils believe

that inclusive education should be implemented.

1.3. Methods for Fostering an Inclusive Classroom Environment

There is an undeniable requirement for educators to have support available to them as they work to

create inclusive classrooms. According to a comprehensive analysis of previous research, the vast

majority of educators held views that were either agnostic or antagonistic toward inclusive education

(de Boer, Pijl, & Minnaert, 2011). It turns out that the majority of this is due to their lack of awareness,

competence, and confidence in educating those with sensory and/or hearing disabilities. It is generally

agreed upon that, instructors who have more experience and, in the case of teachers, more training

with inclusive education are significantly more positive about it. Parents also tend to hold this view.

The evidence reveals that in order for teachers to be effective, they need to learn best practises in

teaching and personalised training for SWD. However, positive attitudes toward inclusion are also

essential for building a successful inclusive classroom (Savage & Erten, 2015). A formal education is

necessary in order to achieve true long-term success. The following strategies, which have been

recommended by a variety of studies and years of experience, are provided to spark some ideas:

(Morningstar, Shogren, Lee, & Born, 2015; Alquraini, & Gut, 2012).

1.3.1. Implement a variety of instructional modalities in your classroom.

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Instruction should begin with the whole class and then advance to smaller groups, stations/centers, and

paired learning as the students get more comfortable with the material. It has been found that using

technology in the classroom, such as interactive whiteboards, is related with high levels of student

involvement. When younger students are involved, flexible groupings are typically led by teachers,

while when older students are included, they can be student-directed with an instructor supervising.

The concept of peer-supported learning, in which students teach and learn from one another through

activities such as pair work, cooperative grouping, peer tutoring, and student-led presentations, has the

potential to be very fruitful and engaging.

1.3.2. Make sure that the content required for academic programmes is available.

Every student needs to have the chance to participate in educational activities that are congruent with

the standards they are expected to achieve (Savage & Erten, 2015). This will require taking into

account the specific services that students with disabilities require, but some of the overarching

methods include making sure that all of the students hear the instructions, start the activities, take part

in the large group instruction, and transfer into and out of the classroom at the same time. Regarding

the latter point, it not only ensures that students stay on track with the lectures, but it also guarantees

that their non-SWD classmates do not notice them leaving or coming in the middle of classes, which

can highlight the differences between them and their classmates who do not have SWD.

1.3.3. Incorporate the ideas of universal design into educational practises.

These are a variety of approaches that will satisfy the requirements of a large cross-section of students

(Sharp, 2017). As a means of representing knowledge to students and enabling students to

communicate their learning back, they include modelling, visuals, objectives and manipulatives,

graphic organisers, oral and written replies, and technology. Modeling and visuals are also included in

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this category. SWDs who have large font, use headphones, are permitted to have a peer type their

dictated response, draw a picture instead, use calculators, or just have extra time can also have these

altered. Both project-based learning and inquiry-based learning, in which students investigate a topic

either independently or in groups, have been shown to be powerful educational approaches.

Let's tie everything together by looking at the strategies that a regular education teacher uses to

overcome the challenges she has and successfully integrate inclusive education in her classroom

(www.resilienteducator.com). Mr. Clement, who has been in the teaching profession for a considerable

amount of time, is thrilled and anxious about the decision that his school has made to embrace

inclusive education. Throughout the years, he has had some students with special education needs in

his class. However, these students have either been pulled out of his class to spend time with

specialists or they have merely participated in activities such as art, music, P.E., lunch, and

occasionally for selected academics. He has consistently held the opinion that this approach is

somewhat disjointed, and he has yearned to play a much more active role in the education of these

students and the discovery of means by which they might participate more actively in her classroom.

Although he is aware that he will require assistance in the planning and execution of his inclusive

classroom, he is up to the challenge and excited to see the many benefits that he has read and heard

about for the children, their families, their peers, herself, and the school as a whole. He is excited to

see the many benefits that he has read and heard about for the children.

One month before the start of the new school year, Mr. Clement attends a meeting with Mr. Bright, the

special education teacher, as well as other teachers and staff members who work with his students. The

purpose of the meeting is to coordinate the instructional plan that will be based on the IEPs (Individual

Educational Plans) of three students with disabilities who will be in her class the following year.

About two weeks before the first day of school, he sends out invitations to each of the three children

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and their families, inviting them to visit the classroom for individual tours and meetings with both

himself and the special education teacher to get to know each other better. He gives them information

about back-to-school night and extends a personal invitation for them to attend so that they can meet

the other families and children who will be there. He was pretty delighted with how things were

coming together and how enthusiastic and joyful the youngsters and their families were. He was also

impressed with how the adults were. When asked to summarise it, another youngster said something

along the lines of, "You and I are going to have a fantastic year!" All of Mr. Clement's parents have

been notified by the school district and the administration about the upcoming change to inclusive

education at their child's school. Now, he wants to make sure that he communicates effectively with

the parents, particularly because some parents of both children with special needs and regular children

have expressed concerns about their child's inclusion in an inclusive classroom. He wants to make sure

that he communicates effectively with the parents.

About two months into the school year, he consults with administration and other teachers and, with

their permission, sends out a joint communication with some questions taken from the book Creating

Inclusive Classrooms by Salend (2001). These questions include things like, "How has being in an

inclusion classroom affected your child academically, socially, and behaviorally?" Please describe any

good or poor effects that you've witnessed in your child as a result of this. What aspects of the

environment caused these changes?" and "How has your child's inclusion classroom placement

influenced you?" Could you please specify whether there are any benefits or drawbacks for you?" in

addition to, "What further information on inclusion and your child's class would you want to have?"

He plans to conduct research in this area and produce some kind of communication that he may give to

her parents. During the course of the academic year, he also wants to distribute a survey comprising a

variety of questions approximately once every two months. Since Mr. Clement learned about the move

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to an inclusive teaching technique at her school, he has been working closely with Mr. Bright, the

special education teacher, and reading extensively about the benefits and problems of the transition.

He is focused on achieving his goals and is very enthusiastic about developing inclusive and

productive teaching strategies.

The results of his labour are improving. His results up to midyear and at the conclusion of the year are

quite positive. The SWDs are succeeding in reaching the goals outlined in their IEPs. His kids in the

regular education programme are achieving at unusually high levels. She feels that this culture of

collaboration and positive energy permeates the rest of the school since they implement inclusive

teaching practises. His classroom in particular exudes this culture. The children are ecstatic and

beaming with pride at their accomplishments. The principal is known to give him praise on a regular

basis. Positive, reassuring, and supportive attitudes exude from the parents. Mr. Clement is well aware

that he still has a great deal to learn and do, yet this does not dampen his self-assurance or his sense of

fulfilment. He cannot contain his excitement at being selected to be a member of the team that will

represent his school district in providing professional development for regular education teachers on

the topic of inclusive education and classrooms.

1.4. Conclusion

The use of inclusive teaching strategies will likely become increasingly common in the years to come.

Emerging research suggests that inclusive education and classrooms can not only meet the criteria for

LRE in the case of students with disabilities, but also benefit students who are enrolled in regular

education. It has been observed that, as a consequence of being exposed to the information, both

parents and teachers become more optimistic. With the proper training and support, instructors in

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traditional school settings can quickly and effectively integrate inclusive education in their classrooms.

It's a circumstance in which everyone comes out ahead.

Question 2

2.1 Scope and Process of Educational Administration.

Educational administration is a subfield of education that focuses on the study of administrative theory

and practise in relation to education in general, in addition to the study of educational institutions and

educators engaged in particular endeavours. The field differentiates itself from administration and

management by adhering to the guiding principles of educational philosophy. The field of educational

administration involves a wide variety of professionals, including as principals, programme

administrators, and supervisors. It also includes deans, department heads, and chief academic officers,

in addition to organisations that were established to administer school functions (Alquraini, & Gut,

2012). The process of integrating the appropriate human and material resources in such a way that they

are made available and effective for the purpose of achieving the goals of the educational institution's

programme is what is meant by the term "educational administration" (Bui et al., 2010). The term

"administration" does not refer to a particular action or behaviour in any given situation. It can be

thought of as a large canopy that protects a variety of processes, such as planning, organising,

directing, coordinating, managing, and evaluating performance (Bui et al., 2010). A situation very

similar to this one can be found in the administration of educational institutions. The term "educational

administration" refers to the management of educational institutions that are working toward

accomplishing particular missions or objectives.

The head of the educational organisation methodically plans a wide variety of programmes and

activities in order to achieve the reasons or goals outlined above. In this scenario, the educational

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institution might be a secondary school, four-year college, or even a university. The principal of the

school, college, or university is responsible for organising these programmes and events with the

assistance of other faculty members, parents, and students. In addition to directing and controlling

teachers, he or she is responsible for encouraging and coordinating the work that they do. The

performance of the participants, as well as their advancement toward the program's goals, is evaluated

by this person. They are provided with input, and if necessary, alterations are made to the objectives

and programmes that are being pursued by the school, college, or university. Therefore, educational

administration is the aggregate of various actions that are aimed at realising or attaining the aims or

goals of the school, college, or university.

2.2. Scope of Educational Administration

The educational administration is responsible for all of the several levels of education that fall within

its purview. Education beginning at the pre-primary or pre-school level, continuing through the

secondary level, continuing on to the upper secondary or post-secondary level, and continuing on to

the higher education or tertiary level. The nature of the administration as well as the structure of

administration at each of the aforementioned levels of education are both determined by the

educational administration. It encompasses all types of education, such as formal education, non-

formal education and adult education, general education, vocational education, special education,

teacher education, integrated education, and technical and professional education, which includes

education in fields like engineering, medicine, and computer science. The administrative structure of

each level of education is determined by the educational administration in accordance with the goals

and characteristics of that level of education. According to Alquraini and Gut (2012), it encompasses

all forms and methods of management, including democratic administration, autocratic administration,

nominal administration, and real administration. It also includes all management strategies. Planning,

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organising, directing, coordinating, supervising, controlling, and evaluating are some of the

management-related activities that fall under the purview of educational administration. These

activities fall under its jurisdiction. Administration of education takes place on a number of different

levels, including the central level, the state level, the district level, the block level, and the institutional

level. In comparison to these higher-up levels, educational administration is the one that has a direct

impact on day-to-day operations and holds significant weight at the institutional level. mainly due to

the fact that it provides the groundwork for testing the significance of educational administration in

practise. In light of this, the educational administration that occurs at the institutional level is

responsible for the following activities and programmes: choosing what the goals of the organisation

or school are, making plans for academic or curricular and co-curricular activities, developing a

timetable and schedules for various activities, delegating tasks and responsibilities to members of the

staff, organising curricular and co-curricular programmes, guiding and inspiring members of the staff,

and coordinating the efforts of individuals to achieve the goals of the organisation or school are all

examples of things that fall under this category. Maintaining order and discipline, managing materials,

managing finances, keeping records and registers up to date, maintaining human relationships,

exercising control over the staff, conducting periodic reviews about the progress, achievements, and

failures of the institution, taking measures for staff development, maintaining order and discipline,

managing materials, managing finances, maintaining records and registers up to date, maintaining

human relationships, supervising the work of teachers and other employees, providing feedback to

teachers who are performing well, and taking corrective measures for teachers who are not performing

well.

2.3. Process of Educational Administration

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Administration, much like the majority of other concepts, has been described in a variety of distinct

ways by specialists and educators. The concepts presented here are derived from the goals that many

experts believe administration should strive to achieve. In Ezeocha, Simon, Smith, and Thomson

(1990) described administration as "when two persons collaborate to roll a stone that neither could

have moved alone, the rudiments of administration have appeared." In other words, administration is

"when two persons collaborate to roll a stone that neither could have moved alone." According to

Jaiyeoba (2006), administration is defined as the effective coordination of an organization's resources

and the activities of its personnel toward the achievement of the organization's goals. The primary

purpose of administration in the educational setting is to coordinate the use of all available resources

in order to improve classroom instruction and student performance.

The term "process" refers to the series of actions that one must carry out in order to arrive at a desired

end result (Afianmagbon & Nwokocha, 2009). The Chambers Etymological Dictionary of the English

Language defines a "process" as both a continuing and a progressing process. Additionally, the

Chambers Etymological Dictionary defines a "process" as the entirety of the processes in an activity. It

takes time, effort, and commitment on the part of the members of an organisation in order to

successfully accomplish the goals that have been set for the organisation. This is due to the fact that an

organisation is composed of a group of individuals working together to accomplish a common goal. In

order for the members of the organisation to be able to function in an efficient manner, it is necessary

for them to communicate with one another. These kinds of exchanges are carried out in accordance

with a clearly laid out protocol. The process principle ensures that an organisation or system functions

in a smooth and efficient manner. This is because the principal lays out the order in which things

should be completed; one thing naturally leads to the next. As can be seen from the foregoing, the term

"administrative process" refers to the strategy or methodical approach that an administrator uses in

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order to manage and control the activities of people working within the organisation in their reciprocal

relationships in order to achieve the goal of the business. According to Knezevich (1975), the

following are some of the factors that collectively characterised the tasks of administration as a

comprehensive process:

i. To determine and articulate the organization's purposes, aims, objectives, or ends.

ii. To outline the general framework for the organization's future organisational structure

iii. To search for and put together the executive team in accordance with the plan's specifications.

iv. To ensure that authority and responsibility are delegated and distributed in a transparent manner.

v. To guide and monitor the overall progress of the activities to which one has been delegated.

vi. To ensure that a sufficient definition and standardisation of all positions have taken place, in order

to ensure that both the quantity and quality of performance have been clearly established, and are

surely being maintained.

vii. To make preparations for the required committees and conferences and for the conduct of such

conferences so that major and lesser functional workers can work together effectively.

viii. In order to ensure that the entire staff receives the essential stimulation and energising

viv. To provide an accurate appraisal of the overall result in relation to the purposes that were

originally defined.

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To look into the future and make projections regarding the organization's goals, as well as the

approaches and strategies it will take to achieve those goals, in order to ensure that both the

organization's ends and its means are appropriately adapted to every type of requirement and influence

coming from within and without.

2.4. Conclusion

In order to give the learning process more direction and functionality, educational administration

encompasses a diverse variety of operations, such as planning and budgeting. Because it is effective,

organised, and serves a certain purpose, it is a useful instrument that should not be overlooked. It

places an emphasis on the attitude toward work and puts into practise practical measures to ensure that

the work system runs properly and contributes to the attainment of educational goals, which ultimately

benefits students, who are the most important stakeholders in the educational system.

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