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Creating inclusive classrooms
Challenges, strategies and practical tips Sally Farley 24 August 2016
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Today What is inclusion? What are Special Educational Needs?
Strategies for creating an inclusive learning environment Techniques for inspiring our students and overcoming barriers to learning Creating Inclusive Classrooms
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Inclusion…because… …every class is full of individuals!
Teaching is a complicated business – everyone has their own ideas. Creating Inclusive Classrooms
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Difference Perceived as deficit Creating Inclusive Classrooms 4
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What is the same? me classmates Creating Inclusive Classrooms 5
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Social and Medical model of disability
Medical Model Social Model Support agencies Social workers Occupational therapists Educational psychologists special schools Medication Child centred approaches Start from individual strengths Focus on access to curriculum Integration for the benefit of the individual and all learners Creating Inclusive Classrooms
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Inclusion Social model
Human differences are normal We must adapt our teaching to fit the needs of the individual So….. If a child can’t learn the way we teach…. ….we must teach them the way they learn Creating Inclusive Classrooms
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Different needs SEN Communication and interaction
Cognitive and learning Social, emotional and behavioural Sensory and physical Gifted and talented Creating Inclusive Classrooms
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< expected for their age and level
Identifying SEN General indicators < expected for their age and level Understanding/following instructions Difficulty concentrating/easily distracted Discrepancy between speaking and writing Difficulty starting/finishing tasks Avoiding tasks (e.g. By arguing with the teacher) Problems participating in whole class/group activities Appears not to listen/not responding to questions or instructions Problems making friends/maintaining relationships Creating Inclusive Classrooms
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Creating an inclusive learning environment
Acceptance Trust Collaboration Creating Inclusive Classrooms
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Teacher Attitude Positive – accepting and valuing difference, seeing learners’ strengths, high expectations Encouraging – positive marking, praising/acknowledging progress/’catch me being good’ Flexible Curious Willing to learn from students Creating Inclusive Classrooms
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Introvert or extrovert?
Assumptions Biases Labelling Transference/projection Creating Inclusive Classrooms
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Celebrating Difference
Naming and normalising – not ‘labelling’ Encourage students to talk about their differences and the strategies they use to overcome them Empathy through explaining difference Raising awareness of impact of SpLDs De-mystifying Move from exclusion to inclusion Creating Inclusive Classrooms
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Trust = a safe learning environment
Learning involves taking risks: Making mistakes Asking for help Being the focus of attention Not knowing Creating Inclusive Classrooms
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Emphasise and model inclusive values
Promote a class ethos that values mutual support and understanding Buddy system Introduce class rules that emphasise empathy and kindness In this class we are kind and don’t laugh at other people We listen to each other and take turns Reinforce Creating Inclusive Classrooms
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A mistake is a gift to the class
Creating Inclusive Classrooms
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Structure and consistency Clear expectations reduce anxiety
Clear classroom rules – class contract Seating plan Continuity – bridge between lessons/teachers Overview – contextualise learning Routine Boundaries – rewards and sanctions Planning! Smooth transition Macro level Creating Inclusive Classrooms
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Be conscious of your own communication style
Face the class so that learners can see your expressions and read your lips Use visual cues and gestures to support what you are saying Signing Give instructions one at a time….………….. …………………in the order you want them to be carried out Before you look at the exercise you need to get a clean sheet of paper Don’t leave the room until you’ve put on your coat Say the learner’s name before asking them a question so that they know you want their attention Avoid ambiguous language like metaphor and irony Give the literal explanation of idioms Always repeat any part of speech or conversation the learner does not understand Creating Inclusive Classrooms
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Inclusive Language You are very lazy.
2. I don’t think you tried your best on this piece of work.
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From exclusion to inclusion
included excluded Feedback ignored Effort fruitless Obstacles & fears Feedback welcome Effort fruitful Creating Inclusive Classrooms
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Peer support – students learn FROM and WITH each other
Pair work/group work/buddy system Peer assessment Collaboration Warm and supportive atmosphere Encourages self-reliance, self-confidence and independence Creating Inclusive Classrooms
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Collaboration The power of the group in discussion
Creating Inclusive Classrooms Up to the Challenge? How to deal with mixed ability classes. Rokus Klett. 10/2/2012 22
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Collaborative tasks Support differentiation by placing a high value on what children can offer to each other on a particular topic Give learners the chance to respect each other’s views and formulate shared opinions Develop thinking skills by discussing and paraphrasing ideas and abstract concepts and moving them about physically. Free teaching resources Collaborative Learning Project website Creating Inclusive Classrooms
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Social scaffolding Teach functional language for pair/group work
Teach social skills of turn-taking, mutual support, listening and democratic decision-making Creating Inclusive Classrooms
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Activating the learning cycle….. ….and removing barriers to learning
MEANINGFUL INFORMATION perceived internalised manipulated memorised communicated Creating Inclusive Classrooms
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Teach from concrete to abstract Relevant Authentic
Use learner’s special interests Creating Inclusive Classrooms
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Learning is relevant and meaningful
The Internet Learning is relevant and meaningful Some learners with SEN find abstract concepts and theories difficult to grasp. Allowing them to use the internet to look up information in class means they can focus on actual events in real time find solutions to real-life problems. acquire key information instantly and receive answers to questions as they arise in class. see how useful English skills are when surfing the internet. . Creating Inclusive Classrooms
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2-Footed Questions www.mantleoftheexpert.com
Learner’s own experience Target learning
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“Learning is experience….
….Everything else is just information.” Albert Einstein Creating Inclusive Classrooms
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Preferred teaching/learning style?
Visual Auditory Kinaesthetic Reading and Writing MEANINGFUL INFORMATION perceived internalised manipulated memorised communicated Creating Inclusive Classrooms
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Tips Be aware of your own preferred teaching/learning style Make sure you always use multi-sensory teaching activities Encourage students to identify and exploit their own learning style Reinforce learning through different sensory channels, including imagination, emotion and enjoyment Creating Inclusive Classrooms
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Creating Inclusive Classrooms
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We can make sense of information
Sequentially Holistically A B C D E WOW! King’s College Review 1999 identified this as the most evidence-based of all learning style categories. Creativity Sequencing Intuition Imagination Analysis Rhythm Spatial Awareness Logic Wholeness Lateral Thinking Linear Thinking Lists 3D thinking Numbers Cause and effect Ecological view – wider interactions Need to chunk after Creating Inclusive Classrooms 33
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Visual Strategies Colour Coding Diagrams Time lines Mind maps
Top right hand side of the board Visual records Creating Inclusive Classrooms Special Needs Symposium. IATEFL Glasgow 2012
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Creating Inclusive Classrooms
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Kinaesthetic strategies
Hands-on – doing and touching Embodying Music and Movement Drama Total Physical Response Modelling clay/tracing words Creating Inclusive Classrooms
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Further information: OUP Into the Classroom : Special Educational Needs OTA forthcoming online course SEN Sally Farley Student Support and Wellbeing Keynes College University of Kent Canterbury Kent CT2 7NZ Creating Inclusive Classrooms
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