Inclusive Practice

PRESENTED BY:

Lee Edwards, James Ahmed, Jeremy Cotton and Simon Dunkley

DEVELOPING INCLUSIVE PRACTICE

EV501 | DEVELOPING INCLUSIVE PRACTICE | 23/05/11

THE RISE AND POSSIBLE FALL OF INCLUSION

• 1978 – The Warnock Report

• 1981 – The Education Act

• 1988 – The National Curriculum

• 1994 – The Salamanca Conference

• 1997 – New Labour come into power

• 2001 – The Education Act 2001

• 2001 – Special Educational Needs Code Of Practice

• 2001 – SEN and Disabilities Act

• 2003 – Every Child Matters

• 2011 – The Coalition Government Green Paper


1978 2011

Dyslexia is a collection of conditions characterized by poor reading and/or poor spelling with a number of cognitive processes involved that produce different patters of strengths and weaknesses in different children.

DYSLEXIA DEFINITION


Squires, G. 2003 Supporting children with dyslexia: practical approaches for teachers and parents By Garry Squires, Sally McKeown 2006 continuum

CHILD PROFILES• Name: Daisy

Special Educational Need: DyslexiaAction: School ActionAchievement: in Science & ICT: Low achiever, working at level 3

Distinct groups theory: a generalisation• Main symptoms: Slow to read / write things

Unusual sequencing of letters Messy handwriting Confused by letters that look similar, eg b/d/p

TDA Recommendations:• Use off-white paper, screen background on computers, interactive whiteboard etc. • Use a minimum of 12pt or, ideally, 14pt in written text • Use san-serif fonts like Arial, Helvetica or Tahoma• Keep lines left justified with a ragged right edge• Use a line space between paragraphs to break up text• Use wide margins and headings to break up text

Mortimore, T. and Dupree, J. (2008) Dyslexia-friendly practice in the Secondary Classroom, Exeter: Learning Matters (p.21)

CHILD PROFILES• Name: Daniel

Special Educational Need: DyslexiaAction: School ActionAchievement: in Science & ICT: Achieving, working at level 4

Distinct groups theory: a generalisation• Main symptoms: Poor attention span

Embarrassed by apparent difficulties Short-term memory difficulties Difficulty copying from the board

TDA Recommendations:• Use bold to highlight, as italics or underlining can make words appear

to run together • Where possible, use bullets or numbers rather than continuous prose• Write clear, concise sentences and instructions• Keep sentence length to a minimum• Use the active rather than the passive tense as far as possible to

increase readability• Represent information visually wherever possible, using flowcharts, etc.


Children with ASD are regarded as having difficulty in developing a shared understanding of the world. This is taken to account for the limited social engagement and limited ‘conectedness’ of children with ASD.

ASD INFORMATION


Farrell, M. 2006: The effective teacher’s guide to autism and communication difficulties. Routledge.

CHILD PROFILES

• Name: Audrey

• Special Educational Need: Autism

• Action: Statemented

• Achievement: in Science & ICT: Varies between levels 3-6


Distinct groups theory: a generalisation

Create a schedule that allows them to know the daily routine and be aware, in advance, of what events will be happening on a given day.Humphrey, N (2008) Including pupils with autistic spectrum disorders in

mainstream schools, support for learning vol.23 no.1 (p41-47)

CHILD PROFILES• Name: Vincent

• Special Educational Need: Visual impairment

• Action: School Action

• Achievement: in Science & ICT: Achieving, working towards level 6


Distinct groups theory: a generalisationIncreasing the size of the image of the object; decreasing the working distance to the object and increasing the visual angle. A distinction may be made between near devices for viewing items such as printed materials through the use of magnifiers.Farrell, Michael 2008 Educating special children: an introduction to

provision for pupils with disabilities

Persistent patterns of inattention, impulsivity and hyperactivity when compared to others of a similar age and developmental levels.

ADHD INFORMATION


American Psychiatric Association1994 Diagnostic and statistical manual of mental disorders (4th ed) Washington, DC: Author

CHILD PROFILES• Name: Adam

• Special Educational Need: ADHD

• Action: School Action

• Achievement: in Science & ICT: Very variableDoes not struggle when settled. Works at level 5.


Distinct groups theory: a generalisation

ADD or ADHD are under-stimulated and require higher doses of stimulation than the ‘average’ person.Armostrong, Thomas 1999: ADD/ADHD alternatives in the classroom.

ASCD, Virginia

LESSONS


LESSON ONE: Science – “A weight problem”Understanding the difference between mass and weightIncludes a focus on specific key skills in scienceLESSON TWO: ICT – Introduction to Spread

Sheets Introducing Microsoft Excel, linking in to previous Science lesson by creating Spread Sheets that calculate weights on other planets

LESSON THREE: Science – Forces and gravity Investigating the factors which affect the rate of falling objectsIncludes a focus on a specific key concept in science

Dataset: Year 7 class with the majority working at level 4-5

Contains 5 pupils viewed to have SEN.

A: Setting suitable learning challenges

B Responding to pupils diverse learning needs

Overcoming potential barriers to learning and assessment for individuals or groups of pupils

STATUTORY INCLUSION STATEMENT 1999


QCDA (1999)

LESSON ONE :SCIENCE – WEIGHT AND MASS


Learning Objectives:LO1: To be able to recognise the difference between mass and weight.

LO2: To be able to obtain, record and analyse data.

LESSON THREE: SCIENCE - FORCES AND GRAVITY


Learning Objectives:LO1: To find out if heavy objects fall faster than light objects.

LO2: Understand how scientific ideas develop and the importance of experiments.

LESSONS ONE AND THREE


SETTING SUITABLE LEARNING CHALLENGES



OVERCOMING POTENTIAL BARRIERS TO LEARNING AND ASSESSMENT FOR INDIVIDUALS OR GROUPS OF PUPILS

Lesson 1 Activity Worksheet

Lesson 1 Activity Worksheet Simplified

Lesson 3 QuestionsDifferentiated



RESPONDING TO PUPILS’ DIVERSE LEARNING NEEDS



RESPONDING TO PUPILS’ DIVERSE LEARNING NEEDS

LESSON TWO: ICT SPREAD SHEETS


Learning Objectives:LO1: To be able to name and describe the basic terminology of Spread SheetsLO2: To be able to create simple formulas and duplicate patterns across cells.

LESSON TWO: STARTER ACTIVITY


SPECIFIC STRATEGIES IN THE ICT LESSON• Starter Activity has minimal use of text, will be printed on beige paper.

• It has large and very colourful images.

• There is an example of how to fill it in.

• Sheet used by all which withdraws attention that it has been designed to include, which in some respects excludes because these children are having visibly different resources.

• IWB displays LO’s and a timeline highlighting what part of the lesson we are currently in.

• Ties in with the TDA recommendations for dyslexia with regards to font selection, colours and presentation.

• Is clearly labelled “Starter Activity”, which will indicate the timings of the lesson for the autistic children. (Humphrey)

• The sheet is very visual, and does not “switch-off” the children from moment of viewing, tying in to the theory of Armstrong on ADHD.

• The fonts are clear and big and because it focused more on images, it will be easier to read for partially sighted children.

LESSON TWO: MODELLING


SPECIFIC STRATEGIES IN THE ICT LESSON• Modelling will be broadcast over network to a special computer the visually

impaired student uses which has a larger resolution. Vincent can observe the modelling without trying to focus across the room at the IWB

• On completion of modelling which will be kept brief, an interactive spread sheets game is displayed which “random” children will be selected to come and participate in. This will be done by using the random name selector.

• IWB display changes to explain we have moved on in the lesson.

• Clear and large presentation of spread sheet and game.

• Ties in with the TDA recommendations for dyslexia with regards to font selection, colours and presentation.

• Autistic child can refer to their timeline sheet which explains we are moving on. (Humphrey)

• ADHD children needing more engaging activities purposefully selected for interactive game.

• The fonts are clear and big and because it focused more on images, it will be easier to read for partially sighted children.

LESSON TWO: MAIN ACTIVITY


SPECIFIC STRATEGIES IN THE ICT LESSON

• Most children presented with a blank spread sheet and should begin to create from scratch. Differentiated so some children have a basic table created already. Some children find it difficult being presented with a blank starting page.

• Children grouped together so a gifted and talented is able to help other children (AFL)

• TA works with Daisy and Audrey

• Differentiated by Outcome and Input

LESSON TWO: PLENARY


SPECIFIC STRATEGIES IN THE ICT LESSON• TA to help SEN children to complete the “What Do I Know” worksheet as

they did at beginning.

• Hop around cards activity is fun and exciting. Must always pay attention as you never know when you might be next.

• Autistic child becomes aware we are onto plenary. Reasoning for all lessons:Lesson is designed to meet all 4 areas of need but with specific focus on the individuals from each.EG sheets and presentations can easily be adapted further to meet any new individual needs. They are not designed in a way that can’t be altered accordingly.There are differing strains of impairment but the lesson can be adapted to include them because of the theory underpinning it.

“Education cannot remedy social exclusion on its own but remains an important means of implementing policies intended to combat social disadvantages.”

Campbell, C., Gillborn,D., Lunt,I., Sammons,P., Vincent, C., Warren,S. and Whitty,G., (2001), Inclusive Schooling, NISN Research Matters, Institute of

Education, No.14, (p.9)

WHAT IS INCLUSION?

• Inclusion is about ALL of us.

• Inclusion is about living full lives; about learning to live together.

• Inclusion treasures diversity and builds community.

• Inclusion is about our abilities – our gifts and how to share them.

• Inclusion is NOT just a disability issue.

• “Inclusion.com” creates & shares tools, resources and capacities so all can live full lives.

• “Inclusion.com” is for citizens: educators, families, individuals and organisations; all of us.


REFERENCES

Squires, G. 2003 Supporting children with dyslexia: practical approaches for teachers and parents By Garry Squires, Sally McKeown 2006 continuum

Farrell, M. 2006: The effective teacher’s guide to autism and communication difficulties. Routledge.

American Psychiatric Association1994 Diagnostic and statistical manual of mental disorders(4th ed) Washington, DC: Author

Hodgkinson, A. Vickerman, A (2009) Key issues in Special educational Needs and Inclusion Sage London

http://www.aboutaccess.co.uk/article.php?id=183&item=SEN+green+paper%3A+Government+set+to+remove+rights+to+inclusion

http://www.devon.gov.uk/index/childrenfamilies/childrenwithadditionalneeds/discplus/early_years_inclusion/sen_code_of_practice_2001.htm

http://www.dwp.gov.uk/publications/policy-publications/uk-national-report/

http://www.independent.co.uk/news/education/education-news/specialneeds-education-does-mainstream-inclusion-work-470960.html

http://nationalstrategies.standards.dcsf.gov.uk/inclusion

http://www.unesco.org/education/pdf/SALAMA_E.PDF

http://www.transitioninfonetwork.org.uk/resources/policy_and_guidance/education/senda_2001.aspx

http://www.publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/47805.htm

Campbell, C., Gillborn,D., Lunt,I., Sammons,P., Vincent, C., Warren,S. and Whitty,G., (2001), Inclusive Schooling, NISN Research Matters, Institute of Education, No.14, (p.9)


ALL ACCESSED MAY 2011