Using inclusive practices in the classroom

Before looking at how to improve your knowledge of inclusive practices the first point that needs to be stressed is that teachers should not be trying to identify special needs in their classroom. Your expertise lies in your ability to notice general learning difficulties; such as problems with concentration or with sequencing. By identifying the areas of difficulty the teacher can come up with strategies to support the learner/s. If a child has a significantly greater difficulty in one or more aspects of learning than the majority of children in the same grade you may also recommend that the child is assessed by an expert to ensure that they can get the right kind of support. The links below show a range of ways you raise your awareness of inclusive practices and learning difficulties.

General information

International Association of Special Education (IASE) http://www.teachingenglish.org.uk/article/teaching-english-learners-special-educational-needs-sens-%E2%80%93-myths-realities

Publications and downloadable resources

http://www.teachingenglish.org.uk/sites/teacheng/files/B480_Special%20Need_Publication_A4_V5_Final_MR.pdf https://www.senmagazine.co.uk/ http://www.deni.gov.uk/index/support-and-development2/special_educational_needs_pg/support-children-with-sen.htm  http://www.idponline.org.uk/

Online training

http://www.advanced-training.org.uk http://www.teachingenglish.org.uk/teacher-training/special-educational-needs

Webinars

http://www.sess.ie/resources http://www.teachingenglish.org.uk/webinars  (eg: http://www.teachingenglish.org.uk/article/sally-farley-inclusive-learning)

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One Response to Using inclusive practices in the classroom

  1. tanyaL says:

    Thank you for this piece of wisdom. Teachers aren’t doctors but often are the first to notice and cater for the needs of their learners accordingly!

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