H1assessment1
H1assessment1
H1assessment1
The modern world contains individuals from all ranges of life, all with individual needs and
backgrounds. These needs range from the requirement of special support due to learning
difficulties, to students possessing differing cultural or racial norms outside the dominant
society. Educators meet these needs within classrooms every day through the use of
techniques and qualities that are developed and harnessed with practise. The development of
these techniques are addressed within the article The Inclusive Secondary Teacher: The
Leaders Perspective (Inclusive Teacher) by Glenda Campbell-Evans and co. This article
focuses on a study organised to highlight the requirements of educators who are inclusive and
supportive of all individuals within this diverse world through interviews with individuals
who head departments or schools that support diverse classrooms. The information within
this article emphasises the issue of inclusive education within all KLAs and teaching areas, as
education is required of all people regardless of any issues or separations an individual may
have from the majority of society. Furthering this perspective, an analysis of a lesson plan
activity will reveal how the incorporation of the articles recommendations is apparent,
however, additives which support individuals across all diverse background may be applied
in its use.
than the content of specific subjects or psychology in the educational practices for diverse
classrooms. The research surrounding this article supports a focus on teachers personal
knowledge and practices and establishes the traditional perceptions surrounding the role of
teachers and special education teachers. For special education teachers, the research describes
the developing methods of educating special needs students. Starting from separation of
classrooms (Campbell-Evans, Gray, & Pearce, 2009). The article draws attention to works
such as Daniel Hallahan and James Kauffmans The Illusion of Full Inclusion which seeks to
inclusive classrooms (Hallahan & Kauffman, 2005, p. 328). For the analysis of teaching
practices, however, this article draws particular reference to Lee Shulmans work on
knowledge bases in Knowledge and Teaching: Foundations of the New Reform. Shulmans
work emphasises the need for teachers to display strong personal values and depth of
knowledge when practising teaching methods. Shulman describes the need for educators to
learn and harnesses their KLA background knowledge and combine them with the
understanding of how particular topics, problems or issues are organised..to the diverse
interests and abilities of learners (Shulman, 1987, p. 8). The article draws particular
emphasis to the values and practises of the educator as the key to an inclusive classroom that
Campbell-Evans and co. have undertaken this article through a case study utilising the
Qualitative method of research. The data this article focuses on is based upon fifty interviews
conducted on individuals described as leaders meaning that they are familiar with the
practises, theories, processes, thoughts, values and emotions of secondary teachers, students
with and without disabilities and their parents (Campbell-Evans, Gray, & Pearce, 2009, p.
105). Furthermore these interviews were broken down into data coding that revealed patterns
in particular values or descriptors that each leader utilised and was only included in the text if
it was described more than five times by these leaders (Campbell-Evans, Gray, & Pearce,
2009). This method represents the Qualitative research framework, in particular, represents
material with a group of individuals qualified to represent academic discourse (Ullman, 2015,
p. 160). The data analysis of the article utilises a grounded theory (Ullman, 2015, p. 162)that
develops from the interviews. Particular texts are broken down into its structure, drawing
particular attention to the values and skills described by the leaders and coded into each
segment to demonstrate a pattern that produces or demonstrates a theory. The theory in this
articles case study draws on Shulmans work on knowledge bases and teacher values. The
use of interviews, focus groups and grounded theory data analysis represents that this article
utilised Qualitative research methodologies in order to produce and analysis the importance
The findings of Inclusive Teacher reflect Shulmans theories and emphasise particular
attributes that are important in educators that teach in inclusive classrooms. The leaders
interviews provides data that corresponds to the perception that a teachers personal views
and values are key in inclusive teaching practises. The primary attribute in the leaders
responses is the linking of empathy to teaching practices, meaning that a teacher would
understand and continue to support students to overcome the various difficulties that may
arise (Campbell-Evans, Gray, & Pearce, 2009). Further attributes include high expectations,
problem solving (Campbell-Evans, Gray, & Pearce, 2009, p. 116). A study on the
Norwegian classrooms with multi-lingual diverse classrooms, confirm that a need for
empathy is essential in classrooms. The study revealed that teachers produce expectations
that do not correspond to the results students that are outside the majority language display.
This implies that the assumptions of competence directly influence the expectations that
teachers have for their students and effect educational practices (Wold, 2013, p. 521). This
and personal awareness that a teacher demonstrates. The study of the teachers personal
values are commendable, however, other articles emphasise that it is not only the support of
teachers through empathy that promotes inclusive classrooms, but also content that uplifts
and supports students with learning disabilities. The use of textual analysis and defining
concepts within class content exhibits a useful technique to produce knowledge, however, for
understanding is paramount. The use of media technology and defining terms is key to a
study of reforming techniques in historical analysis that was conducted by Susan De La Paz
(De La Paz, 2013). Paz indicates that students, as well as students with learning disabilities,
benefited from tools that teachers could harness, such as multimedia projects, to promote
conceptual learning practices rather than group analysis where students of lower capabilities
simply did not contribute (De La Paz, 2013, p. 98). Regardless of the KLA, a teacher and
their methods are paramount to the creation of an inclusive classroom and that a teachers
empathy will drive students with diverse needs to further their education.
The recommendations of this article reflect the necessity of the attributes the leaders list in
their response, to the successful inclusion of diverse needs students. The article suggests that
a positive attitude towards diverse students determines the depth of the knowledge and skills
a teacher demonstrates. Furthermore the attributes the leaders list are examples of this
positive attitude which allow for these leaders to actively promote the need for them in the
classroom (Campbell-Evans, Gray, & Pearce, 2009). For these leaders the development of
pedagogical knowledge, along with the strong sense of empathy and supportive skills for
groups and individual students, distinguishes a proficient teacher that creates an educational
environment for all students (Campbell-Evans, Gray, & Pearce, 2009). Positive attitudes
Developing such a perspective will demonstrate itself within a teachers practice, which the
leaders in these interviews eluded to. This recommendation is valuable to pre-service teachers
and current teachers as a recent study indicates that the majority of pre-service and students
overwhelming requirements educators believe they must meet when teaching diverse needs
students (Boyle & Costello, 2013, p. 139). Inclusive Teacher outlines the expectations leaders
have on inclusive teaching methods for diverse needs students. The results and discussion of
this article recommends the need for educators to maintain an empathetic and open mind
towards students. Additionally a depth of knowledge and creative tasks will further support
all students but also allow diverse needs students to develop and grow at their own pace.
(Original activity)
The activity in this analysis focuses on the analysis of oxymoron in the first act and scene of
Shakespeares Romeo and Juliet for the KLA of English. This learning activity is utilised in a
lesson plan provided by the Secondary Team of TAZ Australia (TES Australia Secondary
Team, 2014). The activity asks students to group in pairs, to choose an oxymoron from the
first act, explain the quote, analyse the quote and demonstrate how it relates to Romeos
feelings (TES Australia Secondary Team, 2014). This information is imputed into a visual aid
that categories each part of the exercise surrounding the quote of choice. This activity does
well in allowing student from diverse backgrounds to become involved in the analysis of the
English language. Breaking down each portion of the exercise into the method of analysing
the English language allows students to experience the process required to accomplish this
task, which Inclusive Teacher recommends in the practise of literacy skills (Campbell-Evans,
Oxymoron identification which this task develops through the use of assessment. It should
also be noted that this activity begins after a definition and example of Oxymoron in the text
is supplied to the students, hence why the example of O brawling love is included in the
circle (TES Australia Secondary Team, 2014). This lesson plan does accomplish the tasks
desired for this lesson plan however, improvements can be made for this activity.
Revisions can be made to this activity through the recommendations provided by the
Inclusive Teacher article. The basic foundations of the task; the analysis of an oxymoron
quote, producing meaning and relation to the Romeos character, do not need to change as
this foundation meets with inclusive education. The revision of pairs of students to groups of
four to five will draw the first change this article recommends. This is also paired with
leadership roles that each student will obtain. These roles will include scribe, presenter,
researchers and computer tech or designer. The use of groups promote social skills
development (Campbell-Evans, Gray, & Pearce, 2009, p. 110) and leadership roles reflect the
articles desire to promote leadership roles for diverse students (Campbell-Evans, Gray, &
Pearce, 2009, p. 111). Furthermore, this revision of focusing students on specific tasks will
develop individual learning skills (Campbell-Evans, Gray, & Pearce, 2009, p. 111). These
roles can be assigned by the teacher in formulating groupings to specifically cater to the
needs or expressed needs of a particular student (Campbell-Evans, Gray, & Pearce, 2009, p.
109) furthering the emphasis the article places on an educator having empathy for a students
need (Campbell-Evans, Gray, & Pearce, 2009, p. 114). Additionally this lesson plan should
contain the definition of Oxymoron and a selection of oxymoron quotes in order to reaffirm
the definition and skills that are required for the students to represent. Finally this task should
be revised to be a hand in task for the groups as either a physical poster, power point or
addressing the strength, weaknesses and personal goals of their students (Campbell-Evans,
Gray, & Pearce, 2009, p. 112). Teachers place students in a role they must work on or excel
at, producing confidence, focus and genuine interest for students while engaging in the task.
These revisions will encapsulate individual learning needs and desires as well as allowing for
social and leadership skills to develop. This is accomplished within a task that structures and
supports progressive learning of literacy skills furthering the competency of all students,
while also allowing diverse needs students to progress at their own pace.
(Revised activity)
Diverse learning develops from the potential teachers can produce in students of all differing
backgrounds. The Inclusive Secondary Teacher: The Leaders Perspective highlights the
need for teachers to be open to the inclusion of diverse needs students by producing a
qualitative research article using interview data of leaders in schools across Australia.
Empathy and a deep pedagogical knowledge of the subject matter produces the desired affect
that this article stresses. It is recommended for all teachers to implement these skills in
out in lesson plans reveals that the implementation of this articles recommendations entails
slight adjustments in order to promote social skills, literary skills, leadership roles and an
understanding of the needs of students. This represents that the ability for teachers to include
diverse needs students does require the empathy of students needs and planning to
accommodate possible recourses or time to enhance the learning of these students. The
findings of The Inclusive Secondary Teacher: The Leaders Perspective should encourage
inclusive classrooms and consider the reality behind implementing these recommendations
within a classroom.
Campbell-Evans, G., Gray, J., & Pearce, M. (2009, December). The inclusive secondary
101-119.
De La Paz, S. (2013). Teaching and learning in history: Effective and reform-based practices
11(1), 89-105.
Hallahan, D., & Kauffman, J. (2005). The illusion of full inclusion (2 ed.). Pennsylvania: Pro-
Ed.
Shulman, L. S. (1987, February). Knowledge and teaching: Foundations of the new reform.
TES Australia Secondary Team. (2014, October 21). Romeo & Juliet Powerpoints: Prologue
http://www.tesaustralia.com/teaching-resource/Romeo-and-amp-Juliet-Powerpoints-
Prologue-and-Act-1-6180090/
Ullman, J. (Ed.). (2015). Applying educational research: How to read, do, and use research
doi:10.1080/09500782.2012.736519