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Inclusive learning in the English Classroom

Inclusive learning in the English Classroom. Increasing the presence, participation and achievement of all learners Sally Farley. Dyspraxia ?. The ‘average’ learner. ADHD?. Dyslexia?. Gifted?. Visual Impairment?. Physical Disability?. Dyscalculia?. Cultural difference?.

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Inclusive learning in the English Classroom

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  1. Inclusive learning in the English Classroom Increasing the presence, participation and achievement of all learners Sally Farley Special Needs Symposium. IATEFL Glasgow 2012

  2. Dyspraxia? The ‘average’ learner ADHD? Dyslexia? Gifted? Visual Impairment? Physical Disability? Dyscalculia? Cultural difference? Hearing impairment? Special Needs Symposium. IATEFL Glasgow 2012

  3. 7 Principles of Inclusive Learning 1 To celebrate diversity, variety and difference 2 To cater for all learning styles 3 Linking and weaving 4 Finding and working with special strengths 5 To develop a leadership style based on trust 6 To encourage positive group dynamics in the classroom 7 To accommodate individual needs Special Needs Symposium. IATEFL Glasgow 2012

  4. Difference Special Needs Symposium. IATEFL Glasgow 2012

  5. What is the same? Special Needs Symposium. IATEFL Glasgow 2012

  6. Explaining difference • ADHD – TV channels • Dyslexia – only text • Aspergers – other people’s feelings None of these impact on intelligence Special Needs Symposium. IATEFL Glasgow 2012

  7. Who is the cleverest? 1. David Beckham 2. Charles Darwin 3. The Dalai Lama 4. Sigmund Freud 5. Henry Moore 6. John Lennon 7. Charles Babbage 8. Stephen Fry Special Needs Symposium. IATEFL Glasgow 2012

  8. Howard Gardner’s Theory Special Needs Symposium. IATEFL Glasgow 2012

  9. 2. Cater for all Learning Styles Special Needs Symposium. IATEFL Glasgow 2012

  10. Preferred learning style? Visual Auditory Kinaesthetic Reading and Writing (Fleming & Baume, 2006) Special Needs Symposium. IATEFL Glasgow 2012

  11. “Learning is experience…. ….Everything else is just information.” Albert Einstein Special Needs Symposium. IATEFL Glasgow 2012

  12. Learning Special Needs Symposium. IATEFL Glasgow 2012

  13. So….. If a child can’t learn the way we teach we must teach them the way they learn Special Needs Symposium. IATEFL Glasgow 2012

  14. Visual Strategies Diagrams Time lines Mind maps Colour Coding Top right hand side of the board Visual records Special Needs Symposium. IATEFL Glasgow 2012

  15. Special Needs Symposium. IATEFL Glasgow 2012

  16. Kinaesthetic strategies • Embodying • Music and Movement • Total Physical Response • Cuisenaire rods/shells/stones • Modelling clay/tracing words • Vocabulary box/Flip chute Special Needs Symposium. IATEFL Glasgow 2012

  17. Imagined worlds Imagined Worlds Create a space free from the constraints of reality where learners can develop their language skills and self-confidence • Role play • Drama • Dressing up • Masks • Improvisation • Storytelling • Puppets Special Needs Symposium. IATEFL Glasgow 2012

  18. We can make sense of information A B C D E WOW! Sequentially Holistically Special Needs Symposium. IATEFL Glasgow 2012

  19. Multisensory learning = Inclusive learning Active participation Different strengths play different roles Special Needs Symposium. IATEFL Glasgow 2012

  20. 3. Linking and Weaving Special Needs Symposium. IATEFL Glasgow 2012

  21. Clear expectations reduce anxiety • Continuity – bridge between lessons/teachers • Overview • Routine • Boundaries • Planning Individual Education Plan Special Needs Symposium. IATEFL Glasgow 2012

  22. Clarification Monitoring and Mentoring Chunking KISS Open reflection Achievable goals Special Needs Symposium. IATEFL Glasgow 2012

  23. Special strengths flexibility • Allow alternatives – visual records, record oral responses, use of IT Special Needs Symposium. IATEFL Glasgow 2012

  24. 2-Footed Questions Learner’s own experience Target learning Special Needs Symposium. IATEFL Glasgow 2012

  25. 5. Trust-based Leadership Special Needs Symposium. IATEFL Glasgow 2012

  26. Pedagogical Leadership “Creating a classroom culture that students want to belong to.” (Herbert Puchta, 2009) Special Needs Symposium. IATEFL Glasgow 2012

  27. How to create trust Special Needs Symposium. IATEFL Glasgow 2012

  28. Carl Rogers’ ‘Core conditions’ Unconditional Positive Regard Empathy Congruence Special Needs Symposium. IATEFL Glasgow 2012

  29. Something you are good at…. When did you know you were good at it? How did you know you were good at it? How did you get better at it? Special Needs Symposium. IATEFL Glasgow 2012

  30. “Really well done!" Praising Acknowledging Encouraging Confidence Motivation Special Needs Symposium. IATEFL Glasgow 2012

  31. NEVER! Special Needs Symposium. IATEFL Glasgow 2012

  32. Inclusive Language You are very lazy. You’re not concentrating What are you going to do about it? Special Needs Symposium. IATEFL Glasgow 2012

  33. Empathy…who cares? Put yourself in their shoes Read and respond to classroom atmosphere Make your students feel ‘at home’ Name and normalise difference Special Needs Symposium. IATEFL Glasgow 2012

  34. How long is a minute? Special Needs Symposium. IATEFL Glasgow 2012

  35. Congruence Consistent+Real=Trustworthy Special Needs Symposium. IATEFL Glasgow 2012

  36. 6. Encourage Positive Group Dynamics • The power of the group in discussion Special Needs Symposium. IATEFL Glasgow 2012

  37. Positive Group Dynamics Special Needs Symposium. IATEFL Glasgow 2012

  38. Team building Special Needs Symposium. IATEFL Glasgow 2012

  39. Peer support • Empathy through explaining difference • Raising awareness of impact of SpLDs • De-mystifying • Pair work • Collaboration • Warm and supportive atmosphere Special Needs Symposium. IATEFL Glasgow 2012

  40. 7. Accommodate Individual Needs Special Needs Symposium. IATEFL Glasgow 2012

  41. Reflect and Consolidate3..2..1! 3 things I remember 2 things I can use 1 thing that surprised me  Special Needs Symposium. IATEFL Glasgow 2012

  42. Special Needs Symposium. IATEFL Glasgow 2012

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