Maintaining an inclusive curriculum learning environment

Sound & Light

• Background noise is limited for all pupils including pupils with Hearing Impairment.

• Screen glare is reduced from the interactive boards.

• The teacher’s face can be seen and is visible for all.

• Pupils have access to hearing and low vision aids.

Seating

• All pupils can see and hear clearly.

• Seating positions are taken into consideration for children with a disability.

• Seating allows for peer support or adult support.

• Seating allows room for pupils with mobility issues

• Furniture is suitable; sloping boards utilised.

Resources

• Storage systems are predictable for SEND pupils.

• Areas of the classroom are labelled to encourage independent use, e.g. using images, colour coding, large print, symbols.

• The classroom has a range of accessible materials including:

Chunky pencils

Different coloured crayons.

Individual whiteboards.

Different types of pens for writing in different contexts.

Pencil grips for pupils who need them.

Access to iPad/laptops

• Use of additional mice for pupils with mobility issues when using the laptop for computer-based art programmes.

• Background colours of the whiteboard is considered for pupils with dyslexia.

• Reading material is varied and encourages pupils to access.

• Table top resources available to support independence including: word banks, visual cues, dictionaries,

Displays

Displays are:

• Accessible, within reach, visual and tactile where appropriate

• Pupil led

• Informative and displays current learning.

• Engaging for pupils.

• Demonstrates the process of pupil learning.

• Vocabulary rich.

• Demonstrates key questioning.

Adult Deployment & Support

• All pupils are encouraged to be as independent as possible including pupils with SEND.

Adult support:

• is planned for within lesson plans.

• is used to scaffold the learning, allowing pupils, increasingly, to work independently.

• is used for pre-learning of key concepts, vocabulary; particularly for pupils with retention difficulties.

• is used for over-learning.

• helps pupils to secure understanding of concepts before moving forward.

• offers opportunities to break down tasks into more manageable chunks.

• provides key questions to encourage pupil understanding, secure concepts and encourage assessment.

Multi-Sensory Approach

• Teaching takes into account pupils’ different learning styles; Visual, auditory and kinaesthetic approaches are used such as supporting teacher talk with visual aids.

• Alternatives to written recording is offered e.g. drawing, scribing, word processing, mind maps, digital images, video, voice recording.

• Visual timetables are used to support pupil organisations and security.

• Visual picture cues are used to support routines.

• Shared signals are developed between pupils and staff to establish security when there is uncertainty.

• Now/Next cues are used to support pupil retention.

• Practical equipment is used to secure pupil understanding prior to moving onto abstract concepts.

Teacher Communication

• Instructions are given clearly and reinforced visually where necessary, through use of Notebook to deliver lessons.

• Questions are worded at an age-appropriate level, avoiding complex vocabulary and sentence structures for pupils with SEND.

• Alternative communication modes are utilised to meet pupil need e.g. signing, braille.

• Text, visual aids are checked for clarity and accessibility for all pupils including pupils with SEND

Memory, Consolidation & Retention

• New learning is explained within the context of the curriculum focus and what the pupil already knows.

• Information taught is concise

• Visual or concrete (real) materials are used to reinforce learning through sensory channels.

• Explanations are clear, concise and simplified where needed.

• The use of memory aids are encouraged e.g, displays, working walls, dictionaries, spelling cues, key questions, table top resources, visual cues.

• Adults are utilised to support retention through pre/over learning, simplification of instruction/concept.

• Encourage pupils to develop their own ways of remembering key information e.g. mnemonic.

ICT

Accessibility features are used to include pupils with SEND as appropriate:

• Pupils have access to typing programmes to develop their key skills and touch typing e.g. Nessy.

• Pupils can access voice-recognition software e.g. Word dictate or Dragon Dictate to support recording.

• Screen filters are used to cut down glare.

• Font size is considered for worksheets (Size 12 or more); screen presentations (Size 20 or more)

• Font type follows school’s presentation policy.

• Screen background is adapted for pupils with visual difficulties of dyslexia.