INCLUSION: How do we organise the curriculum to include all learners?

This is an opportunity for; Reframing:- questioning assumptions and beliefs Collaborating:- networking, sharing, similarities and differences Developing:- our learning

Standard 5 - Diversity and Special Needs: Meeting the Needs of all Pupils Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these  demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

How are pupils different? Brainstorm! Annotate the diversity map to give examples for each of the different factors.

What is diversity? ……….And how might it have an impact on learning and teaching Pupil Gender

http://ofsted.gov.uk/sites/default/files/documents/a-and-a/Unseen%20children%20-%20access%20and%20achievement%2020%20years%20on.pdf

Definitions of Inclusion Inclusion is a process which schools, communities, LEAs and governments strive to reduce barriers to participation of learning for all citizens (Booth & Ainscow 2002) “inclusive education is not a denial of individual difference, but an accommodation of it within the structures and processes that are available to all learners” (Florian 2005) Definitions of Inclusion “the right of all pupils to feel they belong and can achieve in schools” (Peacey 2001) “matching the resources we have to the learning styles and educational needs of the students” (Tomlinson 1997)

Definitions of Inclusion Ofsted’s Three principles: Setting suitable learning challenges Responding to pupils’ diverse needs Overcoming potential barriers to learning and assessment for individuals and groups of pupils Providing effective learning opportunities for all pupils (Ofsted 2000 Statutory statement on Inclusion) More than SEND Definitions of Inclusion i.e. Personalisation & differentiation

Focus groups for inclusion SEN/D (Special Educational Needs and/or disability) Looked after children Free school meals Children of service personnel Black, minority and faith groups Travellers Asylum seekers and refugees Academically more able (Gifted and Talented) EAL (English as an Additional Language) Sick and young carers Those at risk from exclusion Underachieving groups

LEARNING BEHAVIOUR CONCEPTUAL FRAMEWORK School Ethos Services Family Relationship with Self Engagement Learning Behaviour     Relationship with Others Participation Relationship with Curriculum Access Policies Community / Culture(s)

The three Behaviour for Learning relationships in a nutshell… Relationship with Self – how they feel about themselves (eg self esteem) Relationship with Curriculum – knows how to do it, can do it, wants to do it Relationship with Others – wants to and knows how to relate to others Are there any pupils for whom these three relationships are not important?

The Problematic* Behaviour An Explanatory Role… Relationship with Self: For example, lacks confidence, low self esteem, cannot accept criticism, fears failure, low sense of self efficacy, etc The Problematic* Behaviour Relationship with Others: For example, the pupil can’t take turns or share equipment, cannot ‘filter out’ distractions from others, dominates group discussions, etc Relationship with the Curriculum: For example, the pupil can’t do the task, they don’t have necessary study/ organisational skills, they don’t think the task is relevant interesting *For the adult, but not necessarily for the pupil

A Problem Solving/Planning Role Relationship with Self What skills and/or dispositions does the pupil need to develop? What strategies and approaches will you use to develop these? We refer to this as the Learning Behaviour What behaviour(s) do you want to see from the child? Relationship with Others What skills and/or dispositions does the pupil need to develop? What strategies and approaches will you use to develop these? Relationship with the Curriculum What skills and/or dispositions does the pupil need to develop? What strategies and approaches will you use to develop these?

Use the case studies with the triangles to see if you could work out how to respond to individual children’s needs Long term planning for improvement Based on what you know from the description, what’s your ‘hypothesis’ as to why this individual behave in the way that they do? Try to categorise your reasons according to whether they reflect: - Relationship with the Curriculum (ie more ‘curricular/ cognitive’ in nature). - Relationship with Others (ie more ‘social’ in nature) or - Relationship with Self (ie ‘emotional’ in nature?) What, if any, additional information would you like to have?/What further questions would you like to ask? (Capture this but don’t dwell on it because for the purpose of this exercise there isn’t any more information) Planning what to do about the behaviour Identify a Learning Behaviour(s) you would like to see this individual develop In order to develop this Learning Behaviour(s) will it be most effective to work in the area of Relationship with the Curriculum, Relationship with Others, Relationship with Self or a combination? What strategies, interventions and approaches can you use to work on the selected relationship(s)? Are there any interventions that may need to be put in place by others in the school (eg pastoral team) or external agencies to support either the selected relationship(s) or one of the relationships you have not selected? Make notes on possible ‘work around’ strategies (you can’t tackle all areas at once; think of things you might be able to do to avoid/pre-empt situations in which the individual might experience problems).

What would help? GET TO KNOW YOUR PUPILS. This may mean eating lunch with them, being on the playground, having an informal first lesson? Results will not happen over night! Make sure you know the available data but don’t forget ‘informal data’ OBSERVE THEM IN OTHER CLASSES/WITH OTHER ADULTS/IN DIFFERENT CONTEXTS. You may find a troublesome pupil in your lesson is managed very effectively elsewhere. What strategies do these teachers use? SPEAK TO PREVIOUS TEACHERS/FORM TUTOR/SENCo. You may discover some crucial information, like group setting or successful strategies. KNOW THEIR INTERESTS. You can then structure class activities that will help with motivational and gain that initial enthusiasm. SPEAK TO THE PUPIL/PARENT. Gain as much information as possible. Some pupils cannot articulate their ‘problems’ or a parent may give you support for sanctions or new ideas. DO NOT FORGET REWARDS. The ideas of a reward will be different for many pupils. 5 minutes ‘choosing time’ is effective when YOUR appropriate behaviour guidelines are followed.

Ellis, S and Tod, J (2009) Behaviour for Learning: Proactive Approaches to Behaviour Management. Abingdon: Routledge Ellis, S and Tod, J (2014) Promoting Behaviour for Learning in the Classroom: Effective strategies, personal style and professionalism Abingdon: Routledge