Inclusion – The ‘Semantic Chameleon’

With reference too Trussler and Robinson – Understanding Special Educational Needs, Disability and Inclusive Education (2015)

In a 2007 statement, Ofsted said ‘an educationally inclusive school is one in which the teaching and learning, achievements attitudes and well-being of ever young person matter'(Trussler and Robinson, 2015 p.7). When working towards this ideal of an educationally inclusive learning environment, Trussler and Robinson discuss moving away from solely focusing on just Special Educational Needs (SEND). While it is a huge area of focus in terms of inclusion, you must also take in to account those with other differences; such as children from different countries, and those with different cultural beliefs. For teachers, it’s key to develop an understanding of these differences, to understand what each learner needs in terms inclusion. We live in a country that is culturally diverse and always changing. This cultural enrichment is something wonderful, to be celebrated, but it does pose difficulties for teachers learning about each child’s individual background.

The Rouse model shown below, is a visual representation of his idea that if you are doing two or more of the above things, (knowing, doing and believing) you are being inclusive. Knowing about a learner’s individual identity, needs,and differences is the first step in understanding, and being able to differentiate to include their needs in classroom practice. Doing something about it, whether it be resources, additional support, or other systems put in place to help the learner, including differentiation, will support their progress. Above all however, the most important point to take away from Rouse’s Model I believe is believing. In my experience, If a child believes there is belief they can achieve their goals, inside and outside the classroom, they will be more inclined to push themselves to do so. Barriers that stand in their way whether that will be EAL or a SEND, will seem more possible to overcome If those around them believe so.

In my experience in a year one classroom, there we’re children there for whom, English was an additional language. One way of making those children feel included was a small display board in their classroom. The children were encouraged to bring in photographs from their home country, whether it be of their family or of their national foods, history and culture. They were then invited to put this on the display. Letting them bring, present and share a part of their home heritage was successful in creating an inclusive classroom. Being able to differentiate activities to suit all learners is another challenge teachers face, but something that is vital to achieve both TS5 and TS2 ‘promoting good progress and outcomes by pupils’ (DfE, 2011). When of adapting lesson plans to suit all learners, differentiating activities can help all children achieve their targets. For example, if a child in your class had ADHD, using resources alongside their task, things they can play with to explore the questions such as numicon to aid maths, can keep them engage. Children who struggle with their handwriting and spelling, for example if they have dyslexia or dyspraxia, may benefit from doing some tasks on an Ipad or laptop.

I believe that, as teachers, we must celebrate what makes each of us individual and, encourage our learners to do so. We must put any biases we have to one side and give learners who have a different identity a space in which they can learn, grow, and feel part of the school community. Going back to the Rouse Model, I believe a focus on belief in each student is something that you must always have at the forefront of your mind.

References

Trussler, S and Robinson, D (2015) Inclusive Practice in the Primary School, London, SAGE.

Department for Education (2011) Teacher Standards – Guidance for school leaders, school staff and governing bodies, Crown Copyright : 2011 DfE