Be able to support inclusion and inclusive practices in work with children and young people.
View the video to the right, which was produced by Teachers TV. The 15-minute video follows Anna, a visually impaired primary school pupil at Wadhurst Primary School. The video looks at the support Anna receives and the adaptations that are made in her lessons to ensure she is fully included.
Table of Contents
- Tutorial Video
- Reading Materials
- ‘All of us: inclusion checklist for settings’, produced by the children’s charity KIDS
- Laser Learning reading text
- 'What a difference a day makes: Rossett School’ by Ofsted
- ‘Creating an inclusive school community: Central Street Infant and Nursery School’, produced by Ofsted
- 'Level 3 diploma Supporting Teaching and Learning in schools (primary, or secondary)' by Louise Burnham and Brenda Baker, published by Heinemann
- Presentation
- Click to launch this lesson's first presentation on 'Active participation'.
- Click to launch this lesson's second presentation: 'I'm not disabled, I'm me'.
- Good Practice Example
- View the video to the right, which was produced by Teachers TV. The 15-minute video follows Anna, a visually impaired primary school pupil at Wadhurst Primary School. The video looks at the support Anna receives and the adaptations that are made in her lessons to ensure she is fully included.
- View the video to the right, which was produced by Teachers TV. The 15-minute video follows Anna, a visually impaired primary school pupil at Wadhurst Primary School. The video looks at the support Anna receives and the adaptations that are made in her lessons to ensure she is fully included.
- Interactive Quiz
- Evidence Opportunities
- Extended Learning
- Read your setting’s policies on inclusion, and equal opportunities. These policies help to make sure that children, 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.
- Research speech difficulties on the internet and find out more about some of the reasons children find learning to speak difficult. For example, consider:English as a foreign language, Stuttering / stammering Hearing loss Cleft lip and palateWe need to be aware of them so that we can support and assist the child, giving them the best opportunities to learn.
- Click to visit the website of the Down’s Syndrome Association and see what you discover about the needs of children with Down’s Syndrome.
- Click to visit the website of the Royal National Institute for the Deaf. What extra skills might you need to communicate effectively with a child who has hearing difficulties or who is deaf? Are there are any short courses in your local area that you could take, to find out more?
- Find and skim read ‘The equal opportunities handbook: How to deal with everyday issues of unfairness’ by Phil Clements and Tony Spinks, published by Kogan Page Ltd. (4th Edition, 2005). N.B You should be able to find a copy at your local library service.
- Click to read 'Nurseries need to teach children 'to embrace and not fear difference' by Rachel Baker on the Day Nurseries website. This article features good examples of including different cultures at a nursery school setting.
- Think And Challenge
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