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Final P2P Activity: imagine and design the inclusive classroom of your dreams

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Final P2P Activity: imagine and design the inclusive classroom of your dreams

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My name is Ivana Jandricko. I'm a primary school teacher from Croatia. I teach second and third grade in Preloscica. We are a part of Budasevo-Topolovac-Gusce primary school in Budasevo, and located 8 km from it.

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According to Heller (2000), giftedness is an individual potential of abilities for excellent performance.
There are also some students who are exceptional in two ways: they are gifted and they have special needs. That is why they are called “twice-exceptional” learners.
- Differentiated instruction

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- preferential seating to manage distraction
- provide fidget tools to help with focus
- don't let tools become distraction
- use checklists to help kids organized
- write everything  down - make it permanent
- give direction in manageable chunks

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Attention-deficit hyperactivity disorder (ADHD) 

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Attention-deficit hyperactivity disorder (ADHD) 

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-  is a mental condition characterized by problems related to paying attention, excessive activity or difficulty controlling behaviour which is not appropriate for a person’s age

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- train social skills
- do one task at a time
- quiet room and playground available

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-  are characterised by social-interaction difficulties, communication challenges and a tendency to repetitive behaviours. Symptoms vary widely across these core areas

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A multi-sensory approach to teaching is also proven to help dyslexic learners

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A multi-sensory approach to teaching is also proven to help dyslexic learners

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- stimulate the learner with visual, auditory and kinetic tasks
- make them colourful, easy and fun
- allow movement around the classroom where possible
- let learners make and correct their mistakes
- share ideas and best practice with colleagues

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Dyslexia teaching points: Memory techniques with Antony Reale

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Dyslexia teaching points: Memory techniques with Antony Reale

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- break the sequence into small chunks
- find pictorial, narrative or mathematical ways to remember
- let learner develop their own memory tools
- test success in writing

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-  neurological condition, often hereditary, which results in problems with reading, writing and spelling. It is usually also associated with difficulties in concentration, short-term memory and organisation. Dyslexia is more common than many people think, considering that almost 10% of the world's population has dyslexia traits

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http://academy.schooleducationgateway.eu/documents/1105092/0/SEN+MOOC+webinar+Donal+O%27Reilly/166df3c2-97f8-4573-990b-1bbcbcfe5ea8

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Teaching & learning tools for supporting SEN

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Teaching & learning tools for supporting SEN

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Educational technology can help children overcome many of their cognitive, physical or communication difficulties. Actually, assistive technology enables people with special needs to live and learn more independently and to participate in all aspects of civic life. There are many types of assistive technology; that’s why the plethora of available information covered under the heading ICT and SEN can be daunting.

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The Guidelines for Accessible Information that have been developed by  the ICT4IAL project provide a collection of instructions and resources on how to create accessible materials with text, image, audio and video, applicable to all types of information produced. You can find the guidelines in different languages  here.

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UDL is about offering flexibility in the classroom. The word “universal” is not about finding one way to teach all students. It implies the flexibility and the possibility of adjustment to every student’s strengths and needs. Providing assignment options, multiple representations of information and alternative means of expression and engagement are key components of universal design for learning.
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment.

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The aim of inclusive education is to respond to the learning needs of all children, whatever their needs are.
Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes in their own neighbourhood schools to receive high-quality instruction, interventions and support that enable them to be successful in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012). That’s why inclusive education is connected to how we develop and design our schools, classrooms, programmes and activities so that all students learn and participate together.

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The Conventions of the Rights of Persons with Disabilities (CRPD) adopted in 2006 by the United Nations reaffirms that all people with all types of disabilities must enjoy all human rights and fundamental freedoms.
For teachers and school administrators, this convention means that they have to be committed in respecting and accommodating diversity and, more practically, creating learning environments where all students can meaningfully participate, contribute, and learn.

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Special education is an umbrella term used to describe specially designed instruction that meets the unique needs of a child with learning difficulties, emotional or behavioural problems, development disorders or physical and sensory disabilities. In special education, there is a wide range of disability levels to consider and some of them are quite tricky to recognise and support. Furthermore, special education encompasses not only the individuals with learning disabilities but also the gifted and talented students. To get a sense of the breadth of special educational needs that you might come across in your teaching, you have to consider various types of special needs. Muscular dystrophy, multiple sclerosis, chronic asthma, epilepsy, blindness, visual impairment, deafness, limited hearing, attention-deficit (hyperactivity) disorder (ADD, ADHD), bi-polar disorder, oppositional defiance disorder, Down syndrome, autism spectrum, dyslexia and processing disorders are only some of the cases that you may meet in your classroom.

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Understanding the need for inclusive classrooms

Identifying some practical tips and tricks to make your classroom more inclusive

Making connections to fellow educators who are in a similar situation to yourself

Learning from the experiences of educators around Europe

Understanding the variety of special educational needs

Considering inclusion as a human right

Developing a plan towards inclusive education in your own context

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1. Reflect on how you lear best
2. Plan your learning
3. Use a learning diary
4. Build a personal learning network
5. Find support when you need it