An inclusive learning environment: supporting all learners University of Hull NQT Conference January 2014 Dave Howard (Head of School Partnerships, Bradford College)

Why inclusion matters Experience informs us that one size does not fit all, that the concept of addressing individual needs is a legislated concept (Disability Discrimination Act (2005); Equality Act (2010)). We teach individuals within groups. We are accountable for individual pupil progress and well-being. We have a sense of equity and what is ‘right’!

What do we mean by ‘inclusion’? The processes of increasing the participation of students in, and reducing their exclusion from, the curricula, cultures and communities of local schools Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in their locality The presence, participation and achievement of all students vulnerable to exclusionary pressures, not only those with impairments or those who are categorised as ‘having special educational needs’. Ainscow (2013)

Features of inclusive practice A common sense of purpose Rich learning environments Systematic tracking of individual progress Collaborative problem solving Involvement of the community Leadership at all levels Ainscow (2013)

What is effective inclusive practice? E qual access and opportunity Differentiation Focus on ALL learners Focus on what is to be taught and how rather than who is to learn it Belief that all children will make progress, learn and achieve Focussing on what children can do rather than cannot do Using AfL to support learning

Learning environment – important? Does it matter where we learn? What is your optimum learning environment? How do you feel if the environment isn’t ‘right’? If it changed? What happens if you share your environment with someone or many?

What does an inclusive learning environment mean? Discuss with a neighbour what this phrase means to you. Resources? Staffing? Access to staff? Physical space? Designated spaces? Lighting? Displays? Ways of recording/doing work? Timetables? Access to drinks? Opportunities for time out? Noise levels? Classroom layout?

Different environment for different children? EAL SEN NtE G & T VI HI ADD/ADHD Girls/Boys Children on the autistic spectrum Children with limited mobility

Practical ideas for children with different needs Often the environment can be adapted/utilised quite easily depending on the learning objective and the task e.g. variety of habitats to explore flora and fauna. This can be undertaken indoors if need be but obviously better outdoors

G & T Resources selected by children rather than provided such as data logger, digital camera, pooters, magnifying glasses; outdoor areas explored as to most suitable; sources for research found on the internet to address self- generated questions; ways of recording self- selected; ways of presenting to different audiences discussed. Implications for environment?

NtE Task on cards; picture prompts; use of diagrams and non-fiction texts; designated areas to explore; TA deployed to assist, model, facilitate and record; greater use of closed questions; flashcards of key vocabulary; use of first language; paired talk; practical activities employing measuring instruments, pooters, magnifying glasses, digital cameras etc. Implications for environment?

ADD/ADHD Practical measuring and collecting using pooters, magnifying glasses, digital cameras etc.; TA to facilitate, model, scribe and manage the learners; use of Ipads to record, capture data, paint etc. Use of regular breaks to enhance task focus Implications for the environment?

ASD Visual timetable; clear description by adult of the task – where, when, why and the resources. ‘Chunking’ of information; clarity of messages and use of repetition; picture prompts; reduction in number of stimuli; importance of NVC signals; assign roles to task – measurer; recorder; resource gatherer; use of targeted questions. Implications for the environment?

Choice We can create appropriate or more appropriate environments to reduce barriers to learning and increase access, opportunity, achievement and attainment. We have choices Address importance of environment in: Planning; deployment of other adults; use of resources; discussions with children and others; displays; transitions; noise levels.

Your next steps What will you do when you are back in the classroom to review your learning environments? What’s your action plan? Please discuss it with a neighbour. Thank you. Any questions

References Booth, T., Ainscow, M., Vaughan, M. & Greenhill, S. (2002) Index for Inclusion: Developing Learning and Participation in Schools. CSIE: Bristol. DfE (2013a) Draft Special Educational Needs (SEN) Code of Practice: for 0 to 25 years Statutory guidance for organisations who work with and support children and young people with SEN. London: DfE.

Web links This is a website that links to four key organisations concerned with inclusion in education and contains a wealth of information for a range of stakeholders. This site supports individual learning needs, providing information and links to resources. There is also an online section for seeking help and guidance. This website links to a range of other websites within the field of inclusion to address individual needs.