Be able to support inclusion and inclusive practices in work with children and young people
Consider how individual needs might affect attention-span time limits, and research attention-span time limits for the different learners you may encounter in your role. For example, a child with ADHD or an adult learner with a dependent.
Table of Contents
- Tutorial Video
- Reading Materials
- ‘The inclusive learning and teaching handbook’ by Elena Rodriguez-Falcon et al.
- Laser Learning reading text ‘Working in ways which support inclusive practice’
- ‘Engaging students in the inclusive classroom’ from ‘40 Active learning strategies for the Inclusive Classroom’ by L Schwartz Green and D Casale-Giannola, 2012 Corwin
- Consider how individual needs might affect attention-span time limits, and research attention-span time limits for the different learners you may encounter in your role. For example, a child with ADHD or an adult learner with a dependent.
- ‘Special educational needs and disability code of practice: 0 to 25 years' by the Department for Education
- ‘Equality Act technical guidance' webpage on the Equality and Human Rights Commission website
- Presentation
- Click to launch this lesson’s first presentation on 'Inclusion'.
- Click to launch this lesson’s second presentation on 'Barriers to inclusion'.
- Good Practice Example
- Good Practice Example
- Interactive Quiz
- Evidence Opportunities
- Extended Learning
- Click to read ‘6 scaffolding strategies to use with your students’ on Edutopia.
- Look at your setting’s policies on inclusion, and equal opportunities. These policies help to make sure that all parents and adults in your setting feel included and welcomed. Does your practice reflect your policy? Share your findings with your staff team at your next staff meeting and find ways to develop and improve what you do.
- Click on the link to the left to visit the website of the Advisory Council for the Education of Romany and Other Travellers.
- The website of ‘The Secret Life of Us’ campaign contains useful information about the realities of the challenges disabled children, young people, and their families face.
- Take time to make yourself familiar with various cultures, unique needs, dietary requirements, and special needs for each child you support. Make a note of your findings and take some time to research them, using the internet, any books or leaflets at your setting or in the local library, the knowledge of your colleagues and, most importantly, the parents of the children themselves.
- This factsheet from the Council for Disabled Children looks at ‘Barriers to participation’ and suggests some solutions.
- ‘How can I be more inclusive’ from Plymouth University. This list of tips and advice videos aims to help academic staff to foster inclusive teaching and learning environments.
- Think And Challenge
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