By Richard Rose
This sensible and available textual content for instructing scholars with distinct wishes presents examples and how to improve potent educating and studying in inclusive settings.
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Additional resources for Special educational needs in inclusive primary classrooms
Teachers who adhere to a narrow set of teaching approaches are unlikely to thrive in an inclusive primary school. Effective teachers are responsive but not reactive. They contemplate the challenges faced by pupils, try to analyse these in respect of both their own experience and the perspective of the pupil, and plan actions on the basis of this analysis. Becoming skilled in this way takes time, and all teachers, even the most experienced, need to seek the advice of others when confronting new challenges.
As with all pupils, those with SEN will learn in different ways, will develop preferred learning styles, will have strengths and will have individual learning needs, all of which lead to a unique cognitive profile. Effective teaching will ensure that all pupils are provided with opportunities for learning, using all learning intelligences. The following description of needs associated with ASD illustrates how the cognitive profile of pupils with SEN needs to be considered in order to develop effective teaching and learning.
Callum’s partner does most of the writing, but Andy insists that Callum also writes his section. This is achieved by making a game in which Mark writes sentences, leaving out a word from each sentence. Mark reads each sentence to Callum, who has to guess the missing word and then write it in. In the preceeding case study, the teacher has demonstrated an awareness of the challenges which the pupils with SEN in his class face in accessing learning. He has planned effectively to differentiate activities for the needs of both pupils in a way which ensures that learning is a social activity and fully includes the individuals within their class.