Inclusive learning

Slide 1

Inclusive learningIncreasing the presence, participation and achievement of all learners

Sally FarleyStatistics7-10% of the population affected by Dyslexia (Smythe & Everatt, 2000)

2 out of 10,000 children have Aspergers Syndrome (www.autism.org.uk)

Up to 1 in 20 children have ADHD (BBC News, Oct 2006)

7 Principles of Inclusive Learning1 To celebrate diversity, variety and difference

2 To cater for all learning styles

3 Linking and weaving

4 Prioritising high interest subject matter

5 To develop a leadership style based on trust

6 To encourage positive group dynamics in the classroom

7 To accommodate individual needs

Difference

Perceived as deficit4What is the same?Who is the cleverest?1. David Beckham 2. David Attenborough3. The Dalai Lama4. Sigmund Freud5. Henry Moore6. John Lennon7. George Bernard Shaw8. Charles Babbage

Howard Gardners TheoryVideohttp://www.youtube.com/watch?v=9PoX3afiKx0&feature=email Preferred learning style?VisualAuditoryKinaestheticReading and Writing(Fleming & Baume, 2006)Learning is experience..Everything else is just information.Albert Einstein

LearningRoss Coopers Research2/3rds of people prefer to think in images

8% of all learners ONLY think visually5% of non-dyslexic population 33% of the dyslexic population*4% of the population ONLY think verbally3.5% of the non-dyslexic population8% of the dyslexic population (Cooper, 1995)Dyslexic learners can be found at the extremes of the general population when it comes to visual and verbal thinking.

dyslexia friendly teaching = learner friendly teaching

Visual Strategies Venn Diagrams Time lines Mind maps

Kinaesthetic strategiesEmbodyingRole playCuisenaire rods/shells/stonesCut-outs/magnetic lettersModelling clay

We can make sense of informationSequentially

HolisticallyABCWOW!DEKings College Review 1999 identified this as the most evidence-based of all learning style categories.Cause and effectEcological view wider interactionsNeed to chunk after17Learning Styles RevisitedIndividuals have a range of different ways of making meaning while learning (Ross Cooper, 2006)Meaning is constructed from experienceMulti-sensory experiences are more effective because it is easier for all learners to construct meaning from themWhen experiences are meaningful we simply have to rely less on memoryIf learners have a negative experience of learning they will construct meaning from that i.e. that they dont like the subject/teacher/institution/themselvesIf we dont adopt multi-sensory teaching methods we create barriers to making meaning, like insisting that deaf learners listenSo..If a child cant learn the way we teach we must teach them the way they learn

Multisensory learning = Inclusive learningActive participation

Different strengths play different rolesHigh Interest LearningEmotional engagement = intrinsic part of learning process (Damesio 1994)

Controversial issuesCollaboration to solve authentic problemsPop songsText/msn languageComputer gamesMoviesIndividual interests

Somatic markers

2-Footed QuestionsLearners own experience

Target learningVirtuous circle

Pedagogical LeadershipCreating a classroom culture that students want to belong to. (Herbert Puchta, 2009)

How to create trustCarl Rogers Core conditionsUnconditional Positive RegardEmpathyCongruence

Something you are good at.When did you know you were good at it?

How did you know you were good at it?

How did you get better at it?

Really well done!"PraisingAcknowledgingEncouraging

ConfidenceMotivationIn 1944 Asperger wrote from his own experience of the importance of the teachers attitude to the autistic person. He noted that these children often show amazing sensitivity to the teachers personality.28inclusive language You are very lazy.

I dont think you tried your best on this piece of work.

instructionsBefore you start the question I want you to look at the example on the board.

Look at the example on the board.now start the question.Sequencers such as before can confuse the student brain does the actions in the order of the action words30Dont look out of the window when I am explaining this

Look at the board when I am explaining thisLook out of the window not31Youre not listening

I need you to show me you are listeningClean feedback. 1 is interpretation of behaviour, 2 is description and impact on teacher/student32You did the first half well but you need to go faster.

You did the first bit well and you need to go faster.But negates the first part of the statement, we only hear the last part, usually the negative33You can do it now or miss the party later.

How can you get this done and go to the party later?Either..or forces choice and closes down possibilities. Win-win34Why did you do that?

Tell me what happened

How did this happen?Why = defensive need to justify/argue35What are you going to do about this?

What are we going to do about this?

We = more inclusive36Empathywho cares?Put yourself in their shoesRead and respond to classroom atmosphereMake your students feel at homeMonitoring and mentoring

CongruenceConsistent + Real = TrustworthyPositive Group DynamicsTeam buildingOpen reflectionPeer assessment

Accommodate Individual Needs

The Constant Gardener!ASK!ParentsSpecific StrategiesWork with strengths

Reflect and Consolidate3..2..1!3 things I remember

2 things I can use

1 thing that surprised me