Articles
ASD AND THE LEARNER FACILITATOR (Willie Erasmus)
Inclusive Education (White Paper 6 of 2001) is an exciting, developing reality these days and a reflection of our beautiful rainbow nation. Now, with our growing culture of acceptance and tolerance, children previously excluded from mainstream education and it’s advantages can be included and exposed to the same quality education as their neuro-typical peers. Differently-abled learners like those with ASD or other difficulties can now attend mainstream schools and benefit from the microcosm of life that is the school environment. Here they can achieve and maintain acceptable levels of learning and functioning, learn social and age – appropriate behaviours from their peers, schoolmates and teachers, and inspire those with who they come in contact.
Subsequently, Learner Facilitation has become quite the buzzword these days and it has created an exciting opportunity for a new profession and career for the “right” person. There are many “facilitators” around, the question is, “Are they effective and beneficial to your specific child?”
A learner facilitator is a person that accompanies and assists a special needs child (aka a learner with learning barriers) like a learner with ASD in their mainstream- or special school, in order to facilitate the learning process and the assimilation of information; sometimes by using supplementary or complimentary aids. They therefore optimize the child’s education, learning and life experiences within the school environment, focusing on the child’s needs, rather than the comfort of the adults involved. They are not au pairs, nanny’s or buddies, but rather trained specialists that assist the child to access, receive and express information and scholastic-, social- and life skills effectively, functionally and appropriately. They actively encourage, support and guide the learner, in order for them to do most school activities preferably on their own, thus building confidence. The goal is to make the child independent and functional within their school environment. Typically, a child should not need a facilitator for their whole school career, but only as long as it takes them to become independent and self-sufficient. It depends on the child and their needs though. Children with physical difficulties may however, need ongoing facilitation attending to their physical needs and difficulties. Good facilitators are consistent negotiators, mentors and assistants, helping the school environment to see kids NOT labels!
A trained Learner Facilitator improves this environment for all kids, not just for the special needs children. For them, they make school life easier because they are equipped to manage difficult, disruptive, unwanted and inappropriate behaviours and teach the child in his/her learning environment more appropriate and positive, alternative behaviours. They are also there to develop and enhance social interaction and social and play skills. All this while facilitating learning and education. They therefore create a learning environment that is optimal for the child.
This positive improvement that the learner facilitator initiates and creates for the special needs child, their classmates and teachers has far reaching effect for now and the future. All children can benefit from the extra aids and involvement in the classroom of the facilitator. Learning and school becomes more pleasant and manageable for all parties involved. Learning for all happen on more than one level!
Since each child is different, it is important that the Learner Facilitator has a basic understanding of their child’s specific needs; emotional, social, physical, cognitive and moral/spiritual. These are interwoven and need to be considered at all times when planning goals, interventions and educational –, skills- and behavioural programs. The child’s program should be positive (focusing on what the child can do), motivational, individual, authentic, stimulating, functional and empowering. It is important to remember that knowledge is not a fixed body or information, but something dynamic and functional that we utilize when and how we need to be happy, functional and successful. In working with an effective facilitator a child can thus achieve positive, academic- and learning outcomes, realize acceptance and enjoy and appreciate interactions and genuine friendships.
Unfortunately, there is currently no governing body monitoring or overseeing Learner Facilitators and their functioning and effectiveness. Subsequently, there are at present no specific requirements for a Learner Facilitator. A background in teaching, childcare or psychology is a definite bonus, but not essential. The three P’s however is often an excellent predictor of an effective facilitator. Passion (to work with children), patience and professionalism, is certainly worth more than an education-related tertiary background. A grade 12 education and a good command of the child’s home language are however, strong recommendations.
To address this need in the profession, LEFTNET (the website: www.leftnet.co.za will soon be available) was formed to set a standard and maintain a high level of professionalism, facilitation and tutoring. It offers a four-day training course (as well as other courses relating to behaviour management and special needs children), usually in the school holidays. The next Learner Facilitator Course will be from the 9th to the 12th of December 2008. There are also regular monthly meetings where guest speakers often present topics of interest, as well as continued education and supervision. The LEFTNET Learner Facilitator Course is a practical course compiled and presented by a clinical & child psychologist (for 23 years) specializing in children, their development and behaviour, especially children with special needs. His experience also includes assisting in developing and managing educational- and behaviour programs for these children. The course sets out to give a sufficient theoretical and clinical background to Inclusive Education and children that might need facilitation; their diagnostic criteria (such as ASD, ADD & OCD), and especially their behavioural characteristics. Within the Positive Approach framework it teaches effective behaviour management techniques, setting goals and programs, adapting work, recording and measuring progress, working with the parents and schools and developing the role of the Learner Facilitator.
All children, but especially those with special needs and difficulties thrive when development and progress in all facets of their lives are addressed by a team approach. The objective is that all adults that are involved in the child’s development, progress and education should be involved. Here too, the Learner Facilitator might be crucial in being a liaison; communicating with all parties and assimilating all input. Communication between parents, teachers, principals and learner support staff, therapists and learner facilitators are vital to set academic and behaviour goals and activities, determining needs and implementing strategies and techniques. The more these parties work together, utilizing similar interventions, the better the progress and successes of the child.
Children with difficulties can therefore reach their own personal, individual success and be integrated, functional and effective adults optimizing what life has to offer. An effective, positive Learner Facilitator can make the difference and definitely contribute to this. When a child thinks back to their youth and growing up, their caring, encouraging, supportive Learner Facilitator will be the one they think of fondly and with gratitude.
Inclusive Education (White Paper 6 of 2001) is an exciting, developing reality these days and a reflection of our beautiful rainbow nation. Now, with our growing culture of acceptance and tolerance, children previously excluded from mainstream education and it’s advantages can be included and exposed to the same quality education as their neuro-typical peers. Differently-abled learners like those with ASD or other difficulties can now attend mainstream schools and benefit from the microcosm of life that is the school environment. Here they can achieve and maintain acceptable levels of learning and functioning, learn social and age – appropriate behaviours from their peers, schoolmates and teachers, and inspire those with who they come in contact.
Subsequently, Learner Facilitation has become quite the buzzword these days and it has created an exciting opportunity for a new profession and career for the “right” person. There are many “facilitators” around, the question is, “Are they effective and beneficial to your specific child?”
A learner facilitator is a person that accompanies and assists a special needs child (aka a learner with learning barriers) like a learner with ASD in their mainstream- or special school, in order to facilitate the learning process and the assimilation of information; sometimes by using supplementary or complimentary aids. They therefore optimize the child’s education, learning and life experiences within the school environment, focusing on the child’s needs, rather than the comfort of the adults involved. They are not au pairs, nanny’s or buddies, but rather trained specialists that assist the child to access, receive and express information and scholastic-, social- and life skills effectively, functionally and appropriately. They actively encourage, support and guide the learner, in order for them to do most school activities preferably on their own, thus building confidence. The goal is to make the child independent and functional within their school environment. Typically, a child should not need a facilitator for their whole school career, but only as long as it takes them to become independent and self-sufficient. It depends on the child and their needs though. Children with physical difficulties may however, need ongoing facilitation attending to their physical needs and difficulties. Good facilitators are consistent negotiators, mentors and assistants, helping the school environment to see kids NOT labels!
A trained Learner Facilitator improves this environment for all kids, not just for the special needs children. For them, they make school life easier because they are equipped to manage difficult, disruptive, unwanted and inappropriate behaviours and teach the child in his/her learning environment more appropriate and positive, alternative behaviours. They are also there to develop and enhance social interaction and social and play skills. All this while facilitating learning and education. They therefore create a learning environment that is optimal for the child.
This positive improvement that the learner facilitator initiates and creates for the special needs child, their classmates and teachers has far reaching effect for now and the future. All children can benefit from the extra aids and involvement in the classroom of the facilitator. Learning and school becomes more pleasant and manageable for all parties involved. Learning for all happen on more than one level!
Since each child is different, it is important that the Learner Facilitator has a basic understanding of their child’s specific needs; emotional, social, physical, cognitive and moral/spiritual. These are interwoven and need to be considered at all times when planning goals, interventions and educational –, skills- and behavioural programs. The child’s program should be positive (focusing on what the child can do), motivational, individual, authentic, stimulating, functional and empowering. It is important to remember that knowledge is not a fixed body or information, but something dynamic and functional that we utilize when and how we need to be happy, functional and successful. In working with an effective facilitator a child can thus achieve positive, academic- and learning outcomes, realize acceptance and enjoy and appreciate interactions and genuine friendships.
Unfortunately, there is currently no governing body monitoring or overseeing Learner Facilitators and their functioning and effectiveness. Subsequently, there are at present no specific requirements for a Learner Facilitator. A background in teaching, childcare or psychology is a definite bonus, but not essential. The three P’s however is often an excellent predictor of an effective facilitator. Passion (to work with children), patience and professionalism, is certainly worth more than an education-related tertiary background. A grade 12 education and a good command of the child’s home language are however, strong recommendations.
To address this need in the profession, LEFTNET (the website: www.leftnet.co.za will soon be available) was formed to set a standard and maintain a high level of professionalism, facilitation and tutoring. It offers a four-day training course (as well as other courses relating to behaviour management and special needs children), usually in the school holidays. The next Learner Facilitator Course will be from the 9th to the 12th of December 2008. There are also regular monthly meetings where guest speakers often present topics of interest, as well as continued education and supervision. The LEFTNET Learner Facilitator Course is a practical course compiled and presented by a clinical & child psychologist (for 23 years) specializing in children, their development and behaviour, especially children with special needs. His experience also includes assisting in developing and managing educational- and behaviour programs for these children. The course sets out to give a sufficient theoretical and clinical background to Inclusive Education and children that might need facilitation; their diagnostic criteria (such as ASD, ADD & OCD), and especially their behavioural characteristics. Within the Positive Approach framework it teaches effective behaviour management techniques, setting goals and programs, adapting work, recording and measuring progress, working with the parents and schools and developing the role of the Learner Facilitator.
All children, but especially those with special needs and difficulties thrive when development and progress in all facets of their lives are addressed by a team approach. The objective is that all adults that are involved in the child’s development, progress and education should be involved. Here too, the Learner Facilitator might be crucial in being a liaison; communicating with all parties and assimilating all input. Communication between parents, teachers, principals and learner support staff, therapists and learner facilitators are vital to set academic and behaviour goals and activities, determining needs and implementing strategies and techniques. The more these parties work together, utilizing similar interventions, the better the progress and successes of the child.
Children with difficulties can therefore reach their own personal, individual success and be integrated, functional and effective adults optimizing what life has to offer. An effective, positive Learner Facilitator can make the difference and definitely contribute to this. When a child thinks back to their youth and growing up, their caring, encouraging, supportive Learner Facilitator will be the one they think of fondly and with gratitude.
Self-harm and suicidal thoughts are a troubling part of many mental illnesses, but for those struggling with borderline personality disorder (BPD), the risk is extreme.
In fact, self-harm and suicide attempts are so prevalent in BPD that it is the only mental disorder that includes such behaviors as part of its diagnostic criteria. Almost 80 percent of those with BPD report a history of suicide attempts, and suicide deaths range between 8 and 10 percent. This rate is 50 times greater than that found in the general population, according to a 2014 analysis of BPD research by the Substance Abuse and Mental Health Services Administration (SAMHSA).
Then there is self-destructive behavior—cutting, burning, hitting, hair-pulling, head-banging, and skin-picking. More than three-quarters of those with BPD engage in at least one of these actions, with a 2008 study putting the number closer to 90 percent. The reasons vary and can overlap, but most commonly include:
Living Life at Extremes
A look at the realities of BPD sheds light on its ability to fuel such destructive reactions. Characterizing this complex illness are an intense fear of abandonment, impulsivity, risk-taking, an unstable sense of self, angry outbursts and overreactions (especially to criticism), and emotions that move from one extreme to another. This can set the stage for volatile personal relationships in which the people in their lives (including themselves) are on pedestals at one moment and then off the next.
BPD can also bring feelings of emptiness and detachment, as well as paranoia, especially in times of stress.
Estimates on the prevalence of BPD vary, but we now know it to be more common than we once realized. Some researchers put the number at almost 6 percent of the population. It often, but not always, comes with a history of childhood trauma such as early neglect or physical or sexual abuse.
Though women more often receive diagnoses than men, research now suggests it occurs in the male and female populations in equal measure. The past tendency to view BPD as a women’s issue is likely due to the fact that it seems to hit women harder, with higher levels of mental and physical disability, and to come with different co-occurring conditions.
For example, research shows that women with BPD more often have eating disorders, anxiety, major depression, and post-traumatic stress disorder. Men with BPD, on the other hand, have higher instances of drug and alcohol addiction and antisocial personality disorder, are more likely to show explosive anger, and have higher levels of risk-seeking. These traits—along with gender bias—may have led to a mischaracterization of such males as having personality problems other than BPD.
It’s because BPD shares such links and commonalities with other issues that people often misunderstand it, making it important to turn to a licensed mental health professional for a diagnosis.
The Silver Lining
Despite this grim portrait of BPD, there is an encouraging side to the illness. Many do respond well to appropriate treatment, and psychologists no longer assume it to be the chronic illness they once thought.
As SAMHSA noted in a 2011 report on BDP to Congress:
“BPD symptoms can be severe, debilitating, and isolating, and individuals with this disorder suffer discrimination and bias. However, despite its severity and burden, BPD has a surprisingly good long-term prognosis with a high rate of recovery.”
This is especially true when the treatment and education extend beyond the sufferer to include his or her family, friends, employer, and community.
Though there is no targeted FDA-approved BPD treatment as of yet, there is help for those with the disorder through several avenues. Dialectical behavior therapy, for example, can teach skills for dealing with distress, regulating emotions, and relating more effectively with others. A 2004 study found it helped participants improve in a variety of areas, including anxiety, depression, global psychopathology, interpersonal functioning, self-harm, and social adjustment.
It can also help the person reduce behaviors that get in the way of change, such as alcohol and drug use. Medications such as antidepressants are also an option in some cases and doctors may prescribe them to help lift mood and lessen anger, impulsivity, and irritability.
When seeking treatment, look for mental-health professionals experienced in dealing with BPD. They will know, for example, that BPD patients often bond strongly with their therapist, which can cause them to fear abandonment and lash out. Some patients will even sabotage recovery—sometimes consciously, sometimes not—to keep the therapeutic relationship from ending. In short, the person providing treatment must fully understand and be willing to manage the inherent challenges of committing to someone whose personality is geared toward volatility.
One study found, that 62 percent of those in treatment for BPD also met the criteria for a substance use disorder. Such drug and alcohol abuse not only interferes with the work of therapy and is dangerous in its own right, but it can also boost the impulsivity, risk-taking, and suicide risk that comes with BPD.
Because those dealing with BPD are sometimes unaware that their emotions and behaviors fall outside the norm, or are reluctant to admit they are struggling, family members are often the ones who reach out for help. No matter who makes the first move, it’s important to make it. The disorder’s destructive power is real. We shouldn’t ignore it, nor the possibility of healing.
In fact, self-harm and suicide attempts are so prevalent in BPD that it is the only mental disorder that includes such behaviors as part of its diagnostic criteria. Almost 80 percent of those with BPD report a history of suicide attempts, and suicide deaths range between 8 and 10 percent. This rate is 50 times greater than that found in the general population, according to a 2014 analysis of BPD research by the Substance Abuse and Mental Health Services Administration (SAMHSA).
Then there is self-destructive behavior—cutting, burning, hitting, hair-pulling, head-banging, and skin-picking. More than three-quarters of those with BPD engage in at least one of these actions, with a 2008 study putting the number closer to 90 percent. The reasons vary and can overlap, but most commonly include:
- An attempt to shift the pain from the mental to the physical
- To feel something or to feel “more real”
- To express anger or frustration or, conversely, to keep emotions in check
- As self-punishment
- As a plea for attention or help
Living Life at Extremes
A look at the realities of BPD sheds light on its ability to fuel such destructive reactions. Characterizing this complex illness are an intense fear of abandonment, impulsivity, risk-taking, an unstable sense of self, angry outbursts and overreactions (especially to criticism), and emotions that move from one extreme to another. This can set the stage for volatile personal relationships in which the people in their lives (including themselves) are on pedestals at one moment and then off the next.
BPD can also bring feelings of emptiness and detachment, as well as paranoia, especially in times of stress.
Estimates on the prevalence of BPD vary, but we now know it to be more common than we once realized. Some researchers put the number at almost 6 percent of the population. It often, but not always, comes with a history of childhood trauma such as early neglect or physical or sexual abuse.
Though women more often receive diagnoses than men, research now suggests it occurs in the male and female populations in equal measure. The past tendency to view BPD as a women’s issue is likely due to the fact that it seems to hit women harder, with higher levels of mental and physical disability, and to come with different co-occurring conditions.
For example, research shows that women with BPD more often have eating disorders, anxiety, major depression, and post-traumatic stress disorder. Men with BPD, on the other hand, have higher instances of drug and alcohol addiction and antisocial personality disorder, are more likely to show explosive anger, and have higher levels of risk-seeking. These traits—along with gender bias—may have led to a mischaracterization of such males as having personality problems other than BPD.
It’s because BPD shares such links and commonalities with other issues that people often misunderstand it, making it important to turn to a licensed mental health professional for a diagnosis.
The Silver Lining
Despite this grim portrait of BPD, there is an encouraging side to the illness. Many do respond well to appropriate treatment, and psychologists no longer assume it to be the chronic illness they once thought.
As SAMHSA noted in a 2011 report on BDP to Congress:
“BPD symptoms can be severe, debilitating, and isolating, and individuals with this disorder suffer discrimination and bias. However, despite its severity and burden, BPD has a surprisingly good long-term prognosis with a high rate of recovery.”
This is especially true when the treatment and education extend beyond the sufferer to include his or her family, friends, employer, and community.
Though there is no targeted FDA-approved BPD treatment as of yet, there is help for those with the disorder through several avenues. Dialectical behavior therapy, for example, can teach skills for dealing with distress, regulating emotions, and relating more effectively with others. A 2004 study found it helped participants improve in a variety of areas, including anxiety, depression, global psychopathology, interpersonal functioning, self-harm, and social adjustment.
It can also help the person reduce behaviors that get in the way of change, such as alcohol and drug use. Medications such as antidepressants are also an option in some cases and doctors may prescribe them to help lift mood and lessen anger, impulsivity, and irritability.
When seeking treatment, look for mental-health professionals experienced in dealing with BPD. They will know, for example, that BPD patients often bond strongly with their therapist, which can cause them to fear abandonment and lash out. Some patients will even sabotage recovery—sometimes consciously, sometimes not—to keep the therapeutic relationship from ending. In short, the person providing treatment must fully understand and be willing to manage the inherent challenges of committing to someone whose personality is geared toward volatility.
One study found, that 62 percent of those in treatment for BPD also met the criteria for a substance use disorder. Such drug and alcohol abuse not only interferes with the work of therapy and is dangerous in its own right, but it can also boost the impulsivity, risk-taking, and suicide risk that comes with BPD.
Because those dealing with BPD are sometimes unaware that their emotions and behaviors fall outside the norm, or are reluctant to admit they are struggling, family members are often the ones who reach out for help. No matter who makes the first move, it’s important to make it. The disorder’s destructive power is real. We shouldn’t ignore it, nor the possibility of healing.
What is inclusive education, and how can you implement it?
by FutureLearn - https://www.futurelearn.com/
A fair and inclusive environment makes for a happy and healthy classroom. Teachers strive to maintain optimal classroom settings, and one of the best ways to do so is to implement inclusive education.
If you’re a teacher who wants to make a difference and enhance learning opportunities for all of your students, this is for you. We will discuss what inclusive education means, its importance, and explore how you can implement inclusive education in the classroom.
What is inclusive education?
Let’s begin with a definition of inclusive education. We can define inclusive education as a teaching model whereby all students, regardless of their ability, learn together in one environment.
The aim of an inclusive education environment is to ensure that all students are treated fairly and get equal opportunities. Within an inclusive education environment, student diversity and uniqueness should be celebrated without discrimination.
Sadly, there are still instances of children being treated differently based on their unique qualities. No students should be ostracised or segregated based on their differences or learning capabilities. Nor would any teacher ever consider doing this, if they knew what to look out for.
Some issues that students are often discriminated against include disability, race, gender, their household income or the language that they speak. Inclusive education aims to combat discrimination against all students.
Studies have shown that the number of students with known disabilities is increasing. We need to be able to accommodate these students and give them equal access, as they all have a right to education.
Types of inclusive education
All students are different and therefore have different individual needs. It’s important to choose the right type of inclusive education for your students based on their individual requirements.
Full inclusion
This teaching model is centred around the theory that all students belong within the main classroom. A full inclusion model means that students with visible or hidden disabilities will always work alongside their peers.
If a school is using the full inclusion model, they will need to closely monitor student progression and ensure that the plan is working for students. If a full inclusion plan is too much, a partial inclusion plan can be implemented instead.
Partial inclusion
This teaching model is also built around allowing all students to learn and interact with the main classroom. However, partial inclusion also involves separated learning for students that need additional support outside of the classroom.
For students involved in a partial inclusion plan, they will still spend the majority of their learning time in the main classroom. However, they will also spend time away from the main class to receive additional support from special education teachers.
Some of the additional support given could also be disruptive if carried out in the main classroom; take speech-based lessons, for example. Partial inclusion is more flexible and allows classroom separation when it would be more beneficial for all students.
Mainstreaming
With the mainstreaming method, disabled students will begin their education journey in a self-contained classroom away from the main classroom.
If students are performing well within their self-contained classroom, they can be integrated into the main classroom based on their readiness. This method can be less daunting for some students, and allows them to gradually become a part of a fully inclusive classroom.
Key features of inclusive teaching and learning
How you implement an inclusive education environment will differ between schools and situations. However, there are some key aims to keep in mind when creating your inclusive classroom plan. Let’s look at some important factors of this teaching model:
A welcoming and diverse educational environment can massively improve the wellbeing of students. But what makes inclusive education so important?
Student confidence
Traditional methods of dealing with students with disabilities or learning difficulties can have a harmful impact on a students’ self-worth. Separating them into small groups and teaching them away from the main classroom pushes the idea that they are different and should be treated differently.
Studies have shown that students with learning disabilities have lower self-esteem than those without, so we need to be careful and try to combat this.
By giving all students the opportunity to mingle and be a part of the class, students will hopefully feel a sense of belonging and take part in positive peer interactions. However, there are instances where students may need additional support away from the classroom, such as after school classes for help with specific subjects.
This does not mean that they cannot be a part of the main classroom for the larger chunk of their school days. In cases where students would benefit from being taught away from the main classroom for certain reasons, partial inclusion may be better than full inclusion.
Improved communication skills
An inclusive classroom allows for all students to improve their ability to communicate with one another. If students were segregated, their social circles would be much smaller, and they would have fewer opportunities to interact with the wider classroom.
With an integrated classroom, students are able to interact with a wider range of students with a variety of abilities. This will open up opportunities for them to strengthen their communication skills and adapt to a varied level of social interaction.
Additionally, this will help prepare them for the after school world and make the students career-ready. Once students have entered the workforce, they will be working alongside diverse communities with a range of abilities. It only makes sense that we prepare them for that and simulate the environment in the classroom.
Quality of education
Every child should have equal access to high-quality education from their local schools. By offering an inclusive classroom environment, you can be sure that all students are offered the same level of education. Since separated classes for disabled students are often smaller, their lessons can vary from that of the main classroom.
Teaching all students in one place ensures that no students are missing out on any of the curriculum. Teachers will also have different teaching styles and paces, so being taught by the same teachers can ensure that all students have equal access to the lesson content.
That being said, lessons should still be adapted to fit the needs of all students. Differentiated learning opportunities allow for each student’s educational needs to be met, and optimise their
How can I implement inclusive education in the classroom?
It’s clear that an inclusive classroom can be beneficial for many students; it’s crucial to give all students a fair chance to learn in the right environment for them. Let’s look at some of the ways you can implement inclusive education in the classroom.
Cooperative learning
A great way to implement inclusive education in the classroom is to present tasks and activities in a way that encourages cooperative learning. By learning in groups, students are all given the opportunity to participate. When arranging group work, you may want to designate fair groups rather than giving students the opportunity to pick themselves.
As well as giving students the chance to be a part of something, they will also be able to develop crucial social skills amongst each other. Group learning doesn’t just benefit those with disabilities or behavioural differences. It encourages all students to work alongside a range of different people and encourages inclusion even further.
Specialised training
To make sure that teachers are creating the best possible learning environment, they should be equipped with the necessary tools and training. If you are a teacher and you’re keen to improve student inclusion, upskilling and acquiring additional training would be very beneficial.
Courses and training related to inclusion or student diversity can be very helpful for acquiring tips, techniques and strategies. Training in areas of student issues such as trauma awareness, autism or SEN (special educational needs) can prove incredibly useful. These courses can equip teachers with the knowledge of how to deal with struggles that students may be facing.
This training should not be limited to teachers, but instead should be offered to teaching assistants too. SEN training for teaching assistants can help develop the skills needed to focus on disabled students and provide any necessary additional support.
Adapted lessons and tasks
Traditional teaching isn’t always ideal for students with visible disabilities or learning difficulties. The curriculum should be altered to accommodate these students and make lessons more versatile. You could do this by making lessons more immersive to keep students engaged.
A more engaging approach to learning could be helpful to those who struggle with learning from text-based content. You can do this by incorporating more videos and pictures into lessons, involving educational games or object-based learning to increase engagement. A lot of students learn through play, and this can be an engaging way to immerse them in lessons.
It’s important to know your students and take into account their specific needs when providing educational material. Make sure that all students are engaged in your lessons and actively participating in tasks. If you identify an issue with student engagement, consider reviewing the intended learning outcomes and how you could take steps to adapt your lessons to explore new approaches
Use diverse methods of marking
Assessing all students’ work in the same way isn’t always the best way to approach marking work. Some children may struggle with certain types of assignments, or struggle to put their thoughts onto paper.
You can be more inclusive with your marking by assessing the content and ideas separately from English and grammar, for example. You could also assess effort as an additional points system. When giving feedback to students, make sure that it is clear and comprehensible to the student, and check with them that they understand your suggestions.
It can be beneficial for students to see examples of others’ work, or attempts on assessments, however you do not need them to compare or be competitive with grades or the feedback they have received.
The last thing we want to do is have a negative impact on students’ confidence, and potentially cause them to regress and not put their best efforts into homework and classwork.
You do not need to make grading and assessment into a competitive exercise for your learners. Peer comparisons may only further limit currently unmet potential.
You may want to set individual goals that are specific to each student, rather than setting high expectations for students that aren’t performing as well
Supplementary materials
Offering additional materials in the class can be incredibly helpful for students with visible or hidden disabilities, as well as anyone who needs a bit of extra support. Most students, even those who appear highly attentive, will struggle to just absorb information from simply watching or listening to a lesson. You will want to add an exercise or task to this content, however small, to ensure they can put what they are learning into longer team comprehension
Providing them with learning aids such as calculators or physical science models can help develop a students’ understanding of the lesson. Pictures and flashcards can prove particularly useful to students struggling with language barriers.
Reteaching topics or recapping lessons is a great way to help students that may have a harder time understanding lesson content. You can also offer additional textbooks or help sheets to students, or even record the lesson and make it available for them to recap at home.
Final thoughts
We hope this article has helped develop your understanding of inclusive education and its importance. The implementation of inclusive education is vital for the development of all students.
By following the tips in this article, you can nurture confident students that are given equal opportunities to learn regardless of their ability level
If you’re a teacher who wants to make a difference and enhance learning opportunities for all of your students, this is for you. We will discuss what inclusive education means, its importance, and explore how you can implement inclusive education in the classroom.
What is inclusive education?
Let’s begin with a definition of inclusive education. We can define inclusive education as a teaching model whereby all students, regardless of their ability, learn together in one environment.
The aim of an inclusive education environment is to ensure that all students are treated fairly and get equal opportunities. Within an inclusive education environment, student diversity and uniqueness should be celebrated without discrimination.
Sadly, there are still instances of children being treated differently based on their unique qualities. No students should be ostracised or segregated based on their differences or learning capabilities. Nor would any teacher ever consider doing this, if they knew what to look out for.
Some issues that students are often discriminated against include disability, race, gender, their household income or the language that they speak. Inclusive education aims to combat discrimination against all students.
Studies have shown that the number of students with known disabilities is increasing. We need to be able to accommodate these students and give them equal access, as they all have a right to education.
Types of inclusive education
All students are different and therefore have different individual needs. It’s important to choose the right type of inclusive education for your students based on their individual requirements.
Full inclusion
This teaching model is centred around the theory that all students belong within the main classroom. A full inclusion model means that students with visible or hidden disabilities will always work alongside their peers.
If a school is using the full inclusion model, they will need to closely monitor student progression and ensure that the plan is working for students. If a full inclusion plan is too much, a partial inclusion plan can be implemented instead.
Partial inclusion
This teaching model is also built around allowing all students to learn and interact with the main classroom. However, partial inclusion also involves separated learning for students that need additional support outside of the classroom.
For students involved in a partial inclusion plan, they will still spend the majority of their learning time in the main classroom. However, they will also spend time away from the main class to receive additional support from special education teachers.
Some of the additional support given could also be disruptive if carried out in the main classroom; take speech-based lessons, for example. Partial inclusion is more flexible and allows classroom separation when it would be more beneficial for all students.
Mainstreaming
With the mainstreaming method, disabled students will begin their education journey in a self-contained classroom away from the main classroom.
If students are performing well within their self-contained classroom, they can be integrated into the main classroom based on their readiness. This method can be less daunting for some students, and allows them to gradually become a part of a fully inclusive classroom.
Key features of inclusive teaching and learning
How you implement an inclusive education environment will differ between schools and situations. However, there are some key aims to keep in mind when creating your inclusive classroom plan. Let’s look at some important factors of this teaching model:
- All students have an equal right to education
- Classrooms should be made up of students with mixed abilities
- No children should be separated from main groups based on discrimination
- Appropriate activities should be planned and each student’s personal needs taken into consideration
- Create an accessible environment (e.g. wheelchair ramps, and visual alternatives to lesson content for students with hearing impairments)
- Support should be provided to all students to assist and allow them to reach their full potential
A welcoming and diverse educational environment can massively improve the wellbeing of students. But what makes inclusive education so important?
Student confidence
Traditional methods of dealing with students with disabilities or learning difficulties can have a harmful impact on a students’ self-worth. Separating them into small groups and teaching them away from the main classroom pushes the idea that they are different and should be treated differently.
Studies have shown that students with learning disabilities have lower self-esteem than those without, so we need to be careful and try to combat this.
By giving all students the opportunity to mingle and be a part of the class, students will hopefully feel a sense of belonging and take part in positive peer interactions. However, there are instances where students may need additional support away from the classroom, such as after school classes for help with specific subjects.
This does not mean that they cannot be a part of the main classroom for the larger chunk of their school days. In cases where students would benefit from being taught away from the main classroom for certain reasons, partial inclusion may be better than full inclusion.
Improved communication skills
An inclusive classroom allows for all students to improve their ability to communicate with one another. If students were segregated, their social circles would be much smaller, and they would have fewer opportunities to interact with the wider classroom.
With an integrated classroom, students are able to interact with a wider range of students with a variety of abilities. This will open up opportunities for them to strengthen their communication skills and adapt to a varied level of social interaction.
Additionally, this will help prepare them for the after school world and make the students career-ready. Once students have entered the workforce, they will be working alongside diverse communities with a range of abilities. It only makes sense that we prepare them for that and simulate the environment in the classroom.
Quality of education
Every child should have equal access to high-quality education from their local schools. By offering an inclusive classroom environment, you can be sure that all students are offered the same level of education. Since separated classes for disabled students are often smaller, their lessons can vary from that of the main classroom.
Teaching all students in one place ensures that no students are missing out on any of the curriculum. Teachers will also have different teaching styles and paces, so being taught by the same teachers can ensure that all students have equal access to the lesson content.
That being said, lessons should still be adapted to fit the needs of all students. Differentiated learning opportunities allow for each student’s educational needs to be met, and optimise their
How can I implement inclusive education in the classroom?
It’s clear that an inclusive classroom can be beneficial for many students; it’s crucial to give all students a fair chance to learn in the right environment for them. Let’s look at some of the ways you can implement inclusive education in the classroom.
Cooperative learning
A great way to implement inclusive education in the classroom is to present tasks and activities in a way that encourages cooperative learning. By learning in groups, students are all given the opportunity to participate. When arranging group work, you may want to designate fair groups rather than giving students the opportunity to pick themselves.
As well as giving students the chance to be a part of something, they will also be able to develop crucial social skills amongst each other. Group learning doesn’t just benefit those with disabilities or behavioural differences. It encourages all students to work alongside a range of different people and encourages inclusion even further.
Specialised training
To make sure that teachers are creating the best possible learning environment, they should be equipped with the necessary tools and training. If you are a teacher and you’re keen to improve student inclusion, upskilling and acquiring additional training would be very beneficial.
Courses and training related to inclusion or student diversity can be very helpful for acquiring tips, techniques and strategies. Training in areas of student issues such as trauma awareness, autism or SEN (special educational needs) can prove incredibly useful. These courses can equip teachers with the knowledge of how to deal with struggles that students may be facing.
This training should not be limited to teachers, but instead should be offered to teaching assistants too. SEN training for teaching assistants can help develop the skills needed to focus on disabled students and provide any necessary additional support.
Adapted lessons and tasks
Traditional teaching isn’t always ideal for students with visible disabilities or learning difficulties. The curriculum should be altered to accommodate these students and make lessons more versatile. You could do this by making lessons more immersive to keep students engaged.
A more engaging approach to learning could be helpful to those who struggle with learning from text-based content. You can do this by incorporating more videos and pictures into lessons, involving educational games or object-based learning to increase engagement. A lot of students learn through play, and this can be an engaging way to immerse them in lessons.
It’s important to know your students and take into account their specific needs when providing educational material. Make sure that all students are engaged in your lessons and actively participating in tasks. If you identify an issue with student engagement, consider reviewing the intended learning outcomes and how you could take steps to adapt your lessons to explore new approaches
Use diverse methods of marking
Assessing all students’ work in the same way isn’t always the best way to approach marking work. Some children may struggle with certain types of assignments, or struggle to put their thoughts onto paper.
You can be more inclusive with your marking by assessing the content and ideas separately from English and grammar, for example. You could also assess effort as an additional points system. When giving feedback to students, make sure that it is clear and comprehensible to the student, and check with them that they understand your suggestions.
It can be beneficial for students to see examples of others’ work, or attempts on assessments, however you do not need them to compare or be competitive with grades or the feedback they have received.
The last thing we want to do is have a negative impact on students’ confidence, and potentially cause them to regress and not put their best efforts into homework and classwork.
You do not need to make grading and assessment into a competitive exercise for your learners. Peer comparisons may only further limit currently unmet potential.
You may want to set individual goals that are specific to each student, rather than setting high expectations for students that aren’t performing as well
Supplementary materials
Offering additional materials in the class can be incredibly helpful for students with visible or hidden disabilities, as well as anyone who needs a bit of extra support. Most students, even those who appear highly attentive, will struggle to just absorb information from simply watching or listening to a lesson. You will want to add an exercise or task to this content, however small, to ensure they can put what they are learning into longer team comprehension
Providing them with learning aids such as calculators or physical science models can help develop a students’ understanding of the lesson. Pictures and flashcards can prove particularly useful to students struggling with language barriers.
Reteaching topics or recapping lessons is a great way to help students that may have a harder time understanding lesson content. You can also offer additional textbooks or help sheets to students, or even record the lesson and make it available for them to recap at home.
Final thoughts
We hope this article has helped develop your understanding of inclusive education and its importance. The implementation of inclusive education is vital for the development of all students.
By following the tips in this article, you can nurture confident students that are given equal opportunities to learn regardless of their ability level
KEY POINTS
It’s their voice.
Not literally, of course. Most emotionally neglected people have plenty to say and they say it. They are quick to say things like:
The Voice of a Typical Child
If you have ever spent time around an infant, you know that they express themselves freely. Before they have words, they cry or giggle to communicate what they feel. They point out the car window and yell, “Truck!” as soon as they know how to say it.
Children are born with a voice that they are innately wired to use. What a baby feels and thinks has no filter. It comes out automatically and immediately.
But sadly, too many children must start filtering their voices all too soon.
The Voice of the Emotionally Neglected Child
Imagine being a child and your feelings are hurt. Your face and body language show your emotions clearly for all to see. But your parents act as if everything is fine and don’t seem to notice.
- The strong voice you were born with is still there within you, waiting for you to reconnect with it.
- Once you begin to be assertive, it becomes increasingly easy to speak up on behalf of yourself.
- Speaking up is a good way to give yourself the emotional validation you didn't receive as a child.
It’s their voice.
Not literally, of course. Most emotionally neglected people have plenty to say and they say it. They are quick to say things like:
- How are you?
- Is something wrong?
- Yes, I’ll do that favor for you.
- All’s well here!
- I’m fine.
- I don’t need any help.
- Sure, I’ll do that with you.
- I’m happy to take on that task, go ahead and give it to me.
The Voice of a Typical Child
If you have ever spent time around an infant, you know that they express themselves freely. Before they have words, they cry or giggle to communicate what they feel. They point out the car window and yell, “Truck!” as soon as they know how to say it.
Children are born with a voice that they are innately wired to use. What a baby feels and thinks has no filter. It comes out automatically and immediately.
But sadly, too many children must start filtering their voices all too soon.
The Voice of the Emotionally Neglected Child
Imagine being a child and your feelings are hurt. Your face and body language show your emotions clearly for all to see. But your parents act as if everything is fine and don’t seem to notice.