Teaching Journal (Inclusive education)

Recalling back to my two weeks of teaching at TUC 1, I practiced and implemented inclusive education where I taught students equally. Before my teaching, I prepare the moral education lesson plan and teaching aids that I think would satisfy the learning needs of students as a whole. I write the notes and activities on the chart and the cardboard very neatly and understandable for students to see and understand. I also assist them one by one when they did not understand what to do and when they need to be helped with anything such as explaining the note and activities or tasks to them.

Regarding my own experience at KTC, USP, and high schools and I could remember that my learning, as well as the learning environment, is inclusive by which students with and without disability are accessing education. In my high school days, I remembered that there was one of our students who is deaf and mute and he have his own special education teacher that assist him in lesson delivering and translating the classroom teacher talking and explaining. Additionally, when I was at USP and I could remember that all of the facilities and classroom construction including the learning were inclusive in that students with a disability had their own special toilet, stairs, classroom, and lesson special designation that accommodate their special needs. Finally, in KTC I see that the learning environment in terms of classroom designation and lesson delivery is inclusive by which all students are being taught inclusively and encouraged to be inclusive in their teaching. 

However, in my observation at every primary level and I see that the lesson delivery and the classroom arrangement was not that inclusive as the classroom is not inclusive in which it only consists of students without disability, but the lesson delivered to them is inclusive in that the learning outcomes are achieved at the end of the lesson.

Overall, after applying inclusive education in my teaching and I could notice that students are well engaged in the learning process and achieved the learning objectives. They participated in every task I gave them, like group work, performing a skit, as well as the individual work which they had to do on their own. I believe that students are engaging and did well in the learning because the lesson is delivered to them inclusively as well as the notes and activities written on the chart and other effective resources, are understandable and clear to see and read.