Inclusive learning

Increasing the presence, participation and achievement of all learners

Sally Farley

Statistics

• 7-10% of the population affected by Dyslexia (Smythe & Everatt, 2000)

• 2 out of 10,000 children have Asperger’s Syndrome (www.autism.org.uk)

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

7 Principles of Inclusive Learning

1 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

What is the same?

me classmates

Who is the cleverest?

1. David Beckham 2. David Attenborough

3. The Dalai Lama4. Sigmund Freud5. Henry Moore6. John Lennon

7. George Bernard Shaw8. Charles Babbage

Howard Gardner’s Theory

Multiple Intelligences

Linguistic

Spatial

Bodily -Kinaesthetic

Logical-Mathematic

Musical

Interpersonal

Intrapersonal

Naturalistic

Video

• http://www.youtube.com/watch?v=9PoX3afiKx0&feature=email

Preferred learning style?

VisualAuditory

KinaestheticReading and Writing

(Fleming & Baume, 2006)

“Learning is experience….

….Everything else is just information.”Albert Einstein

Learning

MEANINGFUL INFORMATION

perceived

manipulated

internalised

memorised

communicated

Ross Cooper’s Research

2/3rds of people prefer to think in images

• 8% of all learners ONLY think visually• 5% of non-dyslexic population • 33% of the dyslexic population

*

• 4% of the population ONLY think verbally• 3.5% of the non-dyslexic population• 8% 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 strategies

• Embodying• Role play• Cuisenaire rods/shells/stones• Cut-outs/magnetic letters• Modelling clay

We can make sense of informationSequentially

Holistically

A B C

WOW!

D E

Learning Styles Revisited• ‘Individuals have a range of different ways of making meaning while

learning’ (Ross Cooper, 2006)• Meaning is constructed from experience• Multi-sensory experiences are more effective because it is easier for all

learners to construct meaning from them• When experiences are meaningful we simply have to rely less on memory• If learners have a negative experience of learning they will construct

meaning from that – i.e. that they don’t like the subject/teacher/institution/themselves

• If we don’t adopt multi-sensory teaching methods we create barriers to making meaning, like insisting that deaf learners listen

So…..

If a child can’t learn the way we teach we must teach them the way they learn

Multisensory learning = Inclusive learning

Active participation

Different strengths play different roles

High Interest Learning

Emotional engagement = intrinsic part of learning process (Damesio 1994)

• Controversial issues• Collaboration to solve authentic problems• Pop songs• Text/msn language• Computer games• Movies• Individual interests

2-Footed Questions

Learner’s own experience

Target learning

Virtuous circle

Multisensory learning

Interactive experience

Enjoyable learning environment

Success

Pedagogical Leadership

“Creating a classroom culture that students want to belong to.”

(Herbert Puchta, 2009)

How to create trust

Safe learning environment

Students feel secure, valued and

respected

Students trust teacher

Students learn, flourish and take

risks

Teacher models Carl Rogers’ ‘core

conditions’

Carl Rogers’ ‘Core conditions’

• Unconditional Positive Regard• Empathy• Congruence

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

ConfidenceMotivation

inclusive language

• You are very lazy.

• I don’t think you tried your best on this piece of work.

instructions

• Before 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.

• Don’t look out of the window when I am explaining this

• Look at the board when I am explaining this

• You’re not listening

• I need you to show me you are listening

• You did the first half well but you need to go faster.

• You did the first bit well and you need to go faster.

• You can do it now or miss the party later.

• How can you get this done and go to the party later?

• Why did you do that?

• Tell me what happened

• How did this happen?

• What are you going to do about this?

• What are we going to do about this?

Empathy…who cares?

• Put yourself in their shoes• Read and respond to classroom atmosphere• Make your students feel ‘at home’• Monitoring and mentoring

Congruence

Consistent + Real = Trustworthy

Positive Group Dynamics

Democratic classroom culture

Shared understanding of behaviour and attitudes

Ground rules

Team building

Common Task

Collective Identity

Shared sense of purpose

Supportive environment

Working as a team

Accommodate Individual Needs

The Constant Gardener!

ASK!Parents

Specific StrategiesWork with strengths

Reflect and Consolidate3..2..1!

3 things I remember

2 things I can use

1 thing that surprised me