Sharing Good Practice
WHAT SHOULD INCLUSION LOOK LIKE IN
THE MODERN CLASSROOM?
By Talat Khan
peers. Essentially the aim should be
to encourage a cohesive community,
in which all pupils, regardless of their
learning difficulties, feel comfortable
to take part in-class activities.
In order to ensure that learning is
effective and progressive for all
pupils, including those with SEND,
we need to address any barriers that
may prevent this from happening.
The analysis of data collected from
systemic observation studies which
consider the educational experiences
of SEND pupils within the classroom
in primary schools (UK), alongside
recent secondary studies(formoreinfo;
h t t p : //o n l i n e l i b r a r y.w i l e y. c o m /
d o i / 10 .10 0 2 / b e r j . 3 18 1/a b s t r a c t
http://maximisingtas.co.uk/research/
the-sense-study.php) do indicate that
an increase of TA involvement with
SEND has led to limited interaction
between the teachers and peers.
Surely, this has a significant impact,
both on the day to day learning and
experiences of the SEND pupil within
the classroom.
W
hen we as teachers use
the word ‘Inclusion’ what
do we mean? Have we
understood it’s meaning,
in terms of policies and statutory
documents, or are we actually trying
to make sense of inclusion through
practical applications and what we
innately know will work for our pupils
with special educational needs and
disabilities (SEND). Or is Inclusion a
one (word) hit wonder that we have all
adhered to, so that we don’t forget that
the SEND children matter. However, in
reality we don’t really know how or what
it should look like, within the classroom.
The principles behind Inclusion, are
all noteworthy and in essence, it’s a
great way to ensure that our senior
leaders and teaching staff, are all
singing from the same hymn sheet, to
manage the teaching and learning of
SEND pupils. Except it would appear
that on ground level, it’s mainly the
teachers and teaching assistants (TAs)
who are concerned about SEND and
are functionally trying their very best to
understand and promote the inclusion
of SEND children in every aspect of
the school curriculum. Yet, time and
time again we are told to take a whole
school approach towards the inclusion
of SEND pupils. Therefore, how can we
make certain that all our teachers (this
includes senior leaders) are concerned
with SEND and incorporate high
quality teaching, that will facilitate an
inclusive classroom setting?
The key emphasis must be, to provide
an inclusive learning environment,
where the pupils’ needs are met,
without drawing attention to their
difficulties in order to limit any feelings
of embarrassment and frustration. But
at the same time, making sure that,
they are able to participate in whole
class activities and praised for their
contribution towards class discussions,
subject specific topic work and any
interactive group work with their
A class teacher at primary level or a form/
subject teacher at secondary school,
both play a vital role in promoting
an inclusive classroom environment.
Their tactful understanding of the
SEND child’s needs, as well as the
manner in which they influence the
dynamics of the classroom, are
essential factors that can promote
a positive learning environment for
all SEND pupils. Essentially it is the
teacher who inspires the child to
overcome their fears and welcomes
the contribution that they make to
build a cohesive community between
all pupils within the classroom. It
cannot be left to the TA or the SENCO
to manage this relationship between
SEND pupil-teacher-peers, but they,
along with senior leaders can raise the
consistency of an all-inclusive learning
environment throughout the school
and across the whole staff.
Talat holds a Master's in Special and Inclusive Education, a post graduate
diploma in SpLD, AMDBA and APC accreditation. This allows her to be at the
forefront of delivering expert advice on SEND education. Learn more at http://
www.advantagesend.com/about-us/
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