A lack of understanding can result in hurtful remarks or bullying.
To deal with this, we have a plan for each stage of school, to make sure the atmosphere is supportive and that everyone feels included and understood.
They may have hearing impairments, autism at mild ranges within the spectrum, hyperactivity, attention deficit disorders, or speech and communication delays.An educational psychologist, speech and occupational therapists, and a special educator put together a plan for the whole class.How do you approach inclusion for the youngest children?We have an early intervention plan that includes all preschoolers (age three to five) and improves everyone's abilities.There's also information from previous teachers about the student’s learning habits and speed (so they know whether to offer extra practice or modified assignments), and specialists' observations about the child's learning needs.
These might include dyslexia, attention deficit hyperactivity disorder (ADHD), or speech and language delay.
What advice can you give to teachers to make their classes inclusive? No two people are alike, but most of us have something in common.
If we look for ways in which we can relate to each other, regardless of differences, our relationships become stronger. It's almost always okay to ask about the experience of a peer who has a disability.
They learn, contribute to, and take part in all aspects of school life.
Students with SEN spend most or all of their time learning with their peers, and the school encourages awareness of the mutual benefits of inclusion. I don't know of any research that shows negative effects from inclusion, if it is applied with the necessary support and services for students.
Then, there are internal states – motivation and curiosity. Our school does a training induction for teachers every year, with workshops run by special education specialists.