Session 229: Inclusion in Education

Thursday 20th November 2014

inclusionThis #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:

  1. What is your definition of a truly inclusive school?
  2. What good strategies do you have to embrace a more inclusive strategy?
  3. How should teachers be trained to work with pupils with SEN?
  4. How can a school behaviour policy reflect inclusive practice?
  5. 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:

 

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:


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:


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The Editorial Account of UKEdChat, managed by editor-in-chief Colin Hill, with support from Martin Burrett from the UKEd Magazine. Pedagogy, Resources, Community.

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