EXTENDING INCLUSIVE 3
ReviewOf the Article ‘’ By Michael F. Giangreco
Thisarticle seeks to show that inclusion can still be used in mainstreamschools for students with special needs. The article takes a casestudy approach of one student (Chris), who is a special needs studentand his teacher Ms. Santos who has used the inclusion method foryears. Ms. Santos instructed both sets of students without having tochange the curriculum. She just let the students work at differentlevels and paces. On advising on the way forward in such cases, theauthor states that the schools should have student specific programsas well as student specific support.
Thereare two curriculum methods referred to in this article, themultilevel curriculum and the curriculum overlapping. Ms. Santos usedmultilevel curriculum quite effectively where the students worked onthe same subject, but had different learning outcomes to suit thelevel of needs.
Thecurriculum overlap system, is used where there are significantdifferences between the learning outcomes of the other students andthose of the student with a disability. In the case of Chris, Ms.Santos established a system where the learning outcomes for Chriscould be embedded within different class activities.
Whenit comes to deciding on the method to use, teachers are advised toconsider whether the student with a disability can handle the samelearning outcomes as other students, or whether the multilevelcurriculum will work better before resulting to curriculumoverlapping.
Thisarticle gives insight into how the inclusion system can work and havepositive outcomes. At the end of the day, the system will promoteacceptance, acknowledge differences and provide solutions toreal-life problems. The author has effectively brought this outthrough the case study in this article.
Giangreco,M. F. (2007). . Educationalleadership: Association for Supervision &Curriculum Development.34-37.