Chapter 2
Inclusive Classroom Practice

 

Inclusive learners' entitlement

Children and young people are entitled to:

have ownership of their learning

understand the learning process

experience a range of multi-sensory learning styles

develop their own tools for learning

express their feelings, value judgements and emotional needs (developing emotional literacy).

Inclusive classroom climate

Early years practitioners, teachers, TAs and pupils need to develop their emotional literacy by:

recognising the link between thoughts, feelings and reactions

being able to manage emotions, i.e. what triggers them, how to handle them, monitoring self-talk

recognising own strengths and weaknesses

taking responsibility for decisions and actions

learning to listen and ask questions appropriately

learning skills such as co-operation, conflict resolution

understanding negotiation and compromise

learning the difference between assertiveness and aggression

judging the consequences of alternative choices.

Including and empowering the pupils

Children's views deserve to be taken into account because they know better than anyone else which teaching and learning styles are successful, and which techniques of learning bring the best out of them. It is important that children and young people put their learning into practice.

Children and young people have a right to be heard and play a part in the decisions that affect them, according to the principles of the UN Convention on the Rights of the Child. Pupil participation is open to all, no matter what their race, religion, gender or disability.

Teachers don't have to be SEN specialists or super teachers. If they are prepared to listen to, and learn from, the pupils they teach, then children and young people will feel empowered, and barriers to achievement will be removed.

Empowering the SEN pupil

Pupils' inclusive learning audit

As an inclusive learner:

How do you prefer to learn?

Where do you learn best?

What helps you to learn?

Who tells you most about how to learn?

How could you improve your learning?

When do you find learning difficult?

What stops you learning in class?

Teachers' inclusive learning audit

Do I have sufficient knowledge of pupils' learning styles?

Which aspects of the subject are being learned well?

Which aspects of the subject are not being understood and why?

What does good teaching and learning look like in this subject?

How do I teach pupils how to learn?

How do I know pupils have learnt what I have taught them?

How will I assess whether my chosen teaching strategies have been the most successful to use?

What other strategies would have worked?

Inclusive learning — teacher checklist

How are you:

ensuring that all pupils learn effectively?

helping pupils to discuss the process of their learning?

modelling good learning strategies?

involving pupils in peer or self-assessment of their learning?

using classroom displays interactively to enhance pupils' learning?

involving TAs/LSAs in extending pupils' learning in-class?

Learning retention

On average, pupils remember:

20% of what is read

30% of what is heard

40% of what is seen displayed

50% of what is said or explained to others

60% of what is done in practical work

90% when all the above methods are used (multi-sensory learning)

Within 24 hours, without a review of learning 80% of new knowledge is lost.

Pupils' maximum concentration span is 2 minutes in excess of their chronological age, in minutes.

Effective inclusive learning approaches

Learning styles

Include this in the pupil's learning log/IEP strategies

The learning cycle

Include this in the pupil's learning log

Positive mind-set: readiness for learning, emotionally secure climate

Connect the learning to previous learning and prior knowledge

Big picture: giving an overview of what is going to be learnt, and giving an outline of the learning objectives/expected outcomes

Achievable steps: breaking down learning into smaller stages

Input: using a range of multi-sensory learning approaches (VAK) — visual, auditory and kinaesthetic learning

Main activity: providing opportunities for using cross-curricular learning skills, e.g. experimenting; investigating; applying and using thinking skills and multiple intelligences; problem solving approaches; utilising whole-brain learning (pupils as active learners)

Show knowledge and understanding: explaining a concept, or three things learnt in the lesson, to another peer or to the teacher

Reflection: reviewing learning for recall and retention.

Accelerated learning approaches

Effective teaching strategies for the inclusive classroom, which help pupils to learn how to learn:

Mind mapping — powerful tool for giving the ‘big picture’, connecting thinking and supporting memory recall

Visualisation — guided visualisations stimulate imagination, support creative writing, mental rehearsal, relaxation, thought control and mood management

Music — reduces stress, boosts memory, improves whole-brain thinking and increases learning capacity

Multiple intelligences — promote understanding and mastery of learning

Thinking skills — open-minded, problem solving, investigating and exploring alternative possibilities, questioning, evaluating, evidence gathering

Brain gym, brain breaks — help refocus attention, reinforce concepts in learning, promote receptiveness to whole-brain learning, develop hand-eye coordination.

Whole-brain learning

Left- and right-brain activities

Describe (left) a picture or diagram (right)

Visualise (right) a written description (left)

Convert text (left) into a picture (right)

Turn key words (left) into a poem (right)

Identify key words (left) and write them in a different colour (right).

Multiple intelligences for all learners

Attach this to pupil's lEP/ILP and highlight key strategies used

LINGUISTIC	brainstorming, discussing writing, word games
LOGICAL/MATHEMATICAL	problem solving, predict, classify, sequence, deduct
VISUAL SPATIAL	pictures, drawing diagrams video, displays, mind maps
KINAESTHETIC/BODILY	role play, movement, doing, modelling, games, brain gym
MUSICAL	singing, work to music, raps for memory
INTERPERSONAL	peer tutoring, team work role play, group projects
INTRAPERSONAL	reflection, solo study, targets, self-evaluation
NATURALISTIC	nature study, wildlife, ECO

Thinking skills for all pupils

What inclusive classroom practice looks like

Children learn best when they:

develop positive, secure, trusting relationships with their teacher, LSA/TA, learning mentor

are learning predominantly in their preferred style

use both sides of their brain

know and understand the lesson objectives and expected learning outcomes

have opportunities to ask and answer questions

are actively involved in the learning process

utilise ICT and multi-media technology across the curriculum, to demonstrate their knowledge, skills and understanding

develop their thinking skills, utilise accelerated learning techniques

utilise their cross-curricular study skills, e.g. mind mapping,

have opportunities to regularly review their learning.

Ideas for promoting inclusive practice

Introduce learning logs for pupils

Set a puzzle, problem or word of the week to resolve or define

Design IEPs on CD, reduce paperwork and promote E-learning

Embed buddy systems, mentoring, circle time, circle of friends

Re-name classrooms — OASIS (Open Access Supporting Inclusive Study), or the Learning Zone

Produce inclusion guidance packs and information in multi-media formats for staff, written from the perspective of a pupil with SEN

Produce training CD or video for staff, pupils, parents on aspects of SEN, disability and inclusion, e.g. a day in the life of a pupil with ASD in school

Run an inclusion activities day(s), week, Easter, Summer or Saturday school, in partnership with a special school

Hold joint special/mainstream school induction, transition and taster days for dual placement pupils and their parents.

Reducing barriers to learning and participation

1. Identify the pupil's current level of attainment

2. Identify their preferred learning style(s) and strengths

3. Focus on what their priority targets are in relation to: communication and interaction; cognition and learning; behaviour, emotional and social development; sensory and/or physical development

4. Ensure teaching approaches match pupils' preferred learning style(s) and that they inform the IEP strategies which enable the pupil with SEN to access the curriculum and meet their set targets

5. Use the learning cycle in lessons

6. Provide an appropriate, emotionally secure learning environment.

Inclusive individual education plans

In order to make IEPs more positive, meaningful and inclusive they should indicate on them:

the pupil's preferred learning style(s)

how the pupil's preferred learning style(s) informs the access strategies to enable targets to be met

the pupil's strengths and talents

the pupil's level of attainment (learning/behaviour) P scales, PIVATS, NC level

How accessible is your classroom? 1

Can all pupils see the board, TV monitor, teacher modelling or pupil role-play activities?

Can bright light be dimmed or cut out by window blinds?

Can pupils, especially those in wheelchairs, move around the classroom safely?

Are resources clearly labelled?

Is the classroom atmosphere calm?

Is classroom furniture and equipment the right height for disabled pupils?

Is there a quiet, distraction-free area in the classroom for some pupils?

How accessible is your classroom? 2

Is use made of visual timetables?

Is written information produced in a range of multi-media formats?

Is extra time given to those who need it, to complete tasks set?

Are you fully aware of how a pupil's disability may impact on their learning and behaviour?

Are any pupil misunderstandings, misconceptions and mistakes dealt with sensitively and positively?

The Government's Strategy for SEN

Classroom strategies for including pupils with ASD

Give one instruction at a time, and ask ASD pupil to repeat back

Use symbols, pictorial instructions, visual timetables

Introduce one task at a time and provide clear targets

Give the pupil extra time to process information and complete tasks

Make good use of ICT and musical rhymes/songs to reinforce instructions and learning

Prepare pupils in advance for any change in classroom routines

In teaching activities make use of pupils' interests, strengths, and skills

Provide a calm, quiet, distraction-free work area in the classroom

Use simple consistent language, some closed questions and repetition

Encourage turn-taking activities, utilise circle time and social stories

Give the ASD pupil a responsible role and provide peer partners

Provide the ASD pupil with a key adult ‘listener’ (staff member).

(©Association of Teachers and Lecturers 2002: 46–47)

Classroom strategies for including pupils with BESD 1

Catch the pupil being good and emphasise the positives

Give the pupil a classroom responsibility to raise self-esteem

Refer pupils regularly to classroom code of conduct, whole class targets, and use consistently

Play calming music to increase work output, where appropriate

Give breaks between tasks, e.g. do brain gym

Provide opportunities for practical activities/experiential learning, use of ICT, multi-media

Make expectations explicit for behaviour and learning by setting clear targets, and by giving clear explanations

Make use of different seating and grouping arrangements for different activities

Allow the pupil ‘time-out’ or a cooling-off period

Create a positive learning environment that adopts a ‘no-blame’ approach, based on mutual respect and high expectations.

Classroom strategies for including pupils with BESD 2

Personalise teaching, relating work to pupils' interests

Communicate in a calm, clear manner, making eye-contact and avoiding confrontation

Use deliberate silence, only starting lessons when every pupil is paying attention

Make use of visible, pupil-friendly behaviour and anger-management systems, e.g. traffic lights, behaviour gauge

Listen to the pupil, always giving them a chance to explain the reason for their misbehaviour

Use humour sensitively to deflect any confrontation

Keep instructions, routines and rules short, precise and positive

Make use of how, why, what if questions to keep pupils on task

Allow pupils to make responsible behaviour choices for themselves.

(©Association of Teachers and Lecturers 2002: 51–52)

Classroom strategies for including pupils with SLCD 1

Keep information short, simple, straightforward

Avoid speaking quickly and speak clearly

Pair the pupil up with a good peer language role model, and with a supportive group of friends

Work on improving concentration by building up step-by-step the pupils' listening time, i.e. listening to radio programmes

Give the pupil simple messages to take (verbal and written)

Use open questioning

Read aloud and use commentary to improve pupils' listening skills

Use discussion and visual cues to support written communication.

Classroom strategies for including pupils with SLCD 2

Use props to encourage pupils to talk more, e.g. telephone, audio-tape recorder, video

Provide key vocabulary/word lists

Engage the pupil in sequencing and matching activities to develop language

Teach language skills through games, e.g. 20 questions, role play conversations, guessing games using verbal cues

Provide a quiet area in the classroom for talking and listening activities

Use shorter sentences.

(©Association of Teachers and Lecturers 2002: 43–44)

Classroom strategies for including pupils with learning difficulties (MLD, sp.LD) 1

Allow the pupil to work at their own pace in order to process learning

Structure learning in smaller steps, break down tasks into smaller components

Present the same concept in different ways to reinforce learning

Provide opportunities for routine learning, repetition

Model, demonstrate what you want the pupil to do

Provide breaks between tasks, and work towards increasing concentration

Support writing with mind maps, writing frames, prompt cards, word lists, pictures

Check pupils' understanding by asking them to repeat what they have been asked to do, or state three things they have learnt in the lesson.

Classroom strategies for including pupils with learning difficulties (MLD, sp.LD) 2

Allow the pupil to present their work outcomes in a variety of different ways, e.g. multi-media, ICT

Give the pupil opportunities to display their talents and experience success

Provide immediate positive praise to reward effort and achievement

Use real experiences, objects and artefacts to consolidate learning

Give the pupil step-by-step instructions and not too many at once

Utilise VAK (multi-sensory) learning approaches, vary activities

Provide opportunities for pair, group, whole class and independent learning.

(©Association of Teachers and Lecturers 2002: 10–12)