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Inclusive Learning
Socratic and Didactic Principles of Inclusive Learning
The overarching purpose of inclusive learning is to recognize, value and accommodate the variety of distinctions between pupils that exist within an educational environment. Inclusive learning seeks to meet the needs of all students by considering the vast amount of diversity in learning styles, experience, and skills that each individual student brings to the classroom. As such, two of the most effective means of incorporating practices of inclusive learning into an educational setting are the didactic and Socratic methods of teaching. These two systems are generally contrasted with one another (despite a few minor similarities which exist between them), yet they both enable pedagogues to utilize highly effective means to stimulate and foster the important principles of inclusive learning which are essential to the edification of students in modern education.
The didactic method of teaching strives to accommodate the plethora of diversity which a learning group...
Although there are a variety of methods which can achieve this purpose, some of the most effective are accomplished by the high degree of interactivity involved with relevant demonstrations of the subject matter being taught. For example, diagrams and models may be produced and shown to learners so they can visually grasp concepts; such an approach, naturally would be ideal for the inclusive learning needs of visual learners. In subjects less academic and more practical, such as the teaching of percussion in a music class, didactic methods would include allowing students to handle and play different varieties of rhythms and instruments to engage their faculties with the ideas they are being taught. These methods promote inclusive learning by engaging students through class participation in a manner which is both enjoyable and edifying to variety of learner needs.
Socratic teaching methods, however, generally tend to be more dialogue-based…
Bibliography
Isbell, C. (2005). The Inclusive Learning Center Book. Florence: Delmar Cengage Learning.
Warner, L. Lynch, S. Nabors, D.K. Simpson, C.G. (2008). Themes for Inclusive Classrooms: Lesson Plans for Every Learner. Silver Spring: Gryphon House.
Adams, M. Brown, S. (2006). Towards Inclusive Learning in Higher Education: Improving Classroom Practise and Developing Inclusive Curricula. London: Routledge.
Grace, S. Gravestock, P. (2008). Inclusion and Diversity (Key Guides for Effective Teaching in Higher Education). London: Routledge.
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