Session 229: Inclusion in Education

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This #UKEdChat was hosted by students at the University of East London, and their tutor @NicoleWhitelaw, focusing on Inclusion in Education. Students joining include: @AliceYoungman @AnitaHagananita @kolawoleajayi71 @academicNana @janlem @JLaurenMc @suad2011 @KhasheenaB @shlerlondon @olivegreenevent @nsaleh6 @MatildaMaty13

Together, the following areas were explored:

What is your definition of a truly inclusive school?
What good strategies do you have to embrace a more inclusive strategy?
How should teachers be trained to work with pupils with SEN?
How can a school behaviour policy reflect inclusive practice?
How do you access the voice of pupils with severe or complex learning needs?

Summary

This was #ukedchat’s first ‘group-hosted’ session, with questions devised by MA SEN students from the University of East London. We are currently studying a module on inclusion, and there has been heated debate around the subject, which was reflected in this session.

Our first question was ‘What is your definition of a truly inclusive school?’ It quickly became clear that people felt strongly that inclusion must be part of the whole school ethos – something which starts at the top and permeates through all levels. There was some discussion about whether this is reflected in reality, with many people suggesting that senior leaders are more focused on targets and standards and statistics, leaving individual teachers to implement inclusion in their own classrooms. Some felt that schools only pay ‘lip service’ to inclusion, and leave it all to the SENCo and inclusion department. The other key theme here was one of really knowing the pupils, and also involving parents and families. Some key tweets for this question:

@hel_curran @ukedchat Using things like UNICEFS Rights Respecting Schools Award is useful to generate ws ethos. #ukedchat

— Angela Goodman (@goodman_ang) November 20, 2014

@ukedchat & there lies a key issue. How to create school ethos with individual perspectives?Yet..at the heart are the rights of the child — Helen Curran (@hel_curran) November 20, 2014

@ukedchat #ukedchat for all. Too often ‘inclusive’ is seen as ‘fluffy’ and it isn’t – it requires being super focused on individual needs

— Bansi Kara (@benniekara) November 20, 2014

@NicoleWhitelaw A1 #ukedchat a truly inclusive school must shape learning around each child. Not possible in ‘standard model’ — Eylan Ezekiel (@eylanezekiel) November 20, 2014

Question two focused on specific strategies we can use. Many people focused again on getting to know individual pupils. There was also some discussion of using auditory and visual resources, as well as ideas about scaffolding, grouping and use of TAs. Some key tweets for this question:

@suad2011 @NicoleWhitelaw Understanding and using the principles of scaffolding, including self scaffolding and expert scaffolding #educhat

— TalkTeam (@TalkTeam) November 20, 2014

@NicoleWhitelaw Although they try, it’s common to see teachers teaching their class while the TA’s are left to look after others. #ukedchat

— Paul Sharpe (@PaulDSharpe) November 20, 2014

#UKEdChat Good teaching and learning first. Then tech to support it. A brilliant summary here. https://t.co/RNuq4Ynayt

— Keith Sure (@_theteachr) November 20, 2014

@ukedchat I think invisible differentiation is one strategy so that Ss with needs don’t feel singled out as needing extra help. #ukedchat

— The Hectic Teacher (@HecticTeacher) November 20, 2014

Question three focused on training, looking at what training we feel teachers need in order to be able to implement inclusion. Some mentioned small amounts of training in SEN they received as part of their ITT. The overall theme seemed to be that there is not enough training in SEN going on, but that when there is it can make a big difference to inclusion. Some key tweets for this question:

#ukedchat Having the opportunity to watch successful interventions operating in school is helpful – can pick up tips.

— Angela Goodman (@goodman_ang) November 20, 2014

@NicoleWhitelaw @CPD4T #ukedchat train them to see the positives in each child rather than the differences

— Mandi Miles (@MandMiles) November 20, 2014

@NicoleWhitelaw @ukedchat Teachers should have a mandatory stint in a special school before being assigned to teach in an inclusive setting.

— Thuku (@ThukuNjuguna) November 20, 2014

@NicoleWhitelaw Teachers need to be provided this training at university level. It’s too difficult on the job.

— SEN Therapist (@integratedbrain) November 20, 2014

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