An inclusive school means that all students are welcomed – regardless of gender, ethnicity, socio-economic background or educational need. They learn, contribute to, and take part in all aspects of school life. An idea teachers must understand is that children with SEN, need to be taught differently or need some accommodations to enhance the learning environment. Not everyone learns in the same way, and you can follow some tips to create a well-rounded learning atmosphere.

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How do you approach inclusion for the youngest children?

We have an early intervention plan that includes all preschoolers (age three to five) and improves everyone's abilities. The service which I have worked at included SEN students with mild disabilities. These children can cope academically with the curriculum requirements, but need extra support. They may have hearing impairments, autism at mild ranges within the spectrum, hyperactivity, attention deficit disorders, or speech and communication delays. Through relationships with an educational psychologist, speech and occupational therapists, and a special educator we were able to put together a plan for the whole class. Our therapists tell us about any modifications and support our children might need and based on these assessments, children with SEN are integrated to classes.

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What advice can you give to teachers to make their classes inclusive?

Find common ground. No two people are alike, but most of us have something in common. If we look for ways in which we can relate to each other, regardless of differences, our relationships become stronger.

Teach children to ask questions. It's almost always okay to ask about the experience of a peer who has a disability. The key is to be considerate and respectful of when, where, and how those questions are asked.

 

Everyone wants to be understood, and talking helps students see beyond the mystery of a disability.

Encourage students to get involved and show responsibility, by working with their peers. At our service, the teachers pair students with different needs with each other, and give them hands-on assignments to complete together. As the teacher, you lead by example. Your actions and words will tell your students how to communicate with, accept, and respond to other students. Don't just discuss weaknesses; point out strengths. We encourage our children to respect each other and look for each person's unique strengths.

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How should teachers prepare for inclusion?

At our service, teachers talk to specialists and study children's previous assessments, inside and outside the classroom. Next, they construct a profile for each student. Each profile includes information about gender, age, language knowledge, and what gets the child motivated. There's also information from previous teachers about the child’s learning habits and speed (so they know whether to offer extra practice or modified assignments), and specialists' observations about the child's learning needs. These might include dyslexia, attention deficit hyperactivity disorder (ADHD), or speech and language delay. The teacher then has a conversation with each child about their interests, and observes the child during their free time. This helps the teacher tailor their teaching to match each child’s needs, and write which kind of modifications and assessments to use into their weekly lesson plan.

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How do you conduct a lesson with SEN student's?

Children with additional needs often have difficulty understanding long-winded or several instructions at once. For children with learning challenges, it is best to use simple, concrete sentences. You might have to break down a step into a few smaller steps to ensure your children understand what you are asking. You might even want to put the directions both in print and saying them verbally. Ask your children to repeat the directions and ask them to demonstrate that they understand. Do not give further instructions until a child has completed the previous task.

 

It is also handy to use multi-sensory strategies. As all children learn in different ways, it is important to make every lesson as multi-sensory as possible. SEN children might have difficulty in one area, while they might excel in another. For example, use both visual and auditory cues. Create opportunities for tactile experiences. You might need to use physical cues, such as a light touch, when a child becomes distracted or inattentive. Get creative with your lesson plans, and children will appreciate the opportunity to use their imaginations or try something new; use a balance of structure and familiar lessons with original content. 

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How do you ensure that children with SEN become confident learners?

This can be accomplished by providing children opportunities for success. Children with SEN often feel like they do not succeed in certain areas, but structuring lessons that lead to successful results is a way to keep them motivated. Provide immediate reinforcement for accomplishments, be consistent with rules and discipline, correct errors and reward children when they make these corrections themselves, explain behavioural expectations, and teach and demonstrate appropriate behaviours rather than just expecting children to pick them up.

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How have you created an environment to accommodate to children with SEN?

It is imperative to maintain an organised classroom and limit distractions. For children with SEN, maintaining a healthy balance of structure and unstructured processes is important. For example, have a place for everything that is clearly labeled (use words or colours and pictures).

 

Also consider using a picture chart of the routine and a separate picture chart of the play stations across the room. Using a play chart helps children decide what activity to engage with first what happens next. This teaches children to be self organised and autonomous. Having the right cues in an environment can mean the difference between participation and non-participation for many children with additional needs.  I bring a camera everywhere and take photos of my children’s regular routines and favourite places.  My children then sort through the photos in an album or on the computer; sometimes we make the photos into a storybook about an activity. We also use index cards with simple written instructions to help our children remember the rules for appropriate behaviour – if your child does not read, substitute a hand-drawn cartoon or other picture for the words.

 

On the unstructured side of things, allow children to change their work area while completing a task and assign tasks that involve moving around the room. For children, hearing instructions or following directions can be made difficult if there are too many distractions. Schedule breaks throughout the day and seat children with additional needs in an area of the classroom that limits distractions; for example, do not sit children by a window, in front of an open door, or by the air conditioner, as people walking by or additional noises might be too distracting.

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How do you manage transitions from one routine to the next?

Use music and voice inflection. When transitioning to an activity, use a short song to finish up one task and move to another. Many of us have sung the “clean up” while cleaning up before the next activity; use a similar approach in the classroom. SEN children might also respond well to varied voice inflection and tone, so use a mixture of loud, soft, and whisper sounds. Using proper pronunciation and sometimes slightly exaggerating proper speech will help a child model the same principles.

 

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