Samuel Lovett

Checklist for an inclusive classroom

Part 1 - Physical
The Classroom Accessible resources: The classroom should have appropriate resources, which are clearly labelled, and accessible to all learners in the classroom. This could include number lines, 100 squares, vocab mats, educational clocks and dictionaries, for example. Accessible specialist equipment: Similarly, the classroom should have easily accessible resources that might be considered more specialised for those learners that need it. This could include pencil grips, left handed scissors and paper placement mats. Inclusive classroom layout: All pupils should be able to see the board, teacher and any important displays. Furthermore, the layout should be conducive to moving around the classroom safely and with ease. Seating arrangements should take into consideration any SEN pupils, who might be best sitting near the door or a wall, for example. A quiet distraction free zone: The classroom should have a separate area for pupils which is quiet and distraction free, available for reflection, quiet reading or as a cooling down zone for behavioural issues. Displays Use of displays to include EAL: The timetable, the reward/sanction system, PHSCE posters, and school/class rules should be in languages appropriate for the pupils in the class, in order to be fully inclusive of any EAL children. Visual timetables: A clearly labelled/colour coded and consistent visual timetables increases independence of the pupils in the class and works well as an inclusive tool, as it gives each pupil access to important information about the structure of the day. This works particularly well with those SEN pupils on the Autistic Spectrum. Displays that calm: Particularly relevant for ASD pupils, displays that dont have bright contrasting colours, but instead use pastel colours. Furthermore, displays that dont cram too much information in are preferable, as this reduces levels of stimulation in the brain.

Part 2 - Non-physical
The Teacher Excellent parent/teacher relationship: It is important to remember that parents know and understand their child in a way that professionals, including teachers will struggle to. An ongoing and cooperative dialogue between the parent and teacher is essential. Appeal to all learning styles: As the teacher, it is important to suit lessons to all the varying learning styles (according to Flemings VARK model for example) in the room in order to be fully inclusive. This would include a good mixture of visual, auditory, reading/writing and kinaesthetic activities. Differentiated/Personalised learning: Learning must be accessible to all. Whatever system the school uses, whether it be differentiated or personalised learning (both distinctly different methods), is acceptable as long as an inclusive environment through accessibility to the learning is achieved.

Samuel Lovett

Attitude Zero tolerance towards discrimination: If discrimination, racism or intolerance is displayed within the classroom it must be tackled head on, in an open and frank way. Discrimination of any form excludes individuals or groups in differing ways and therefore must be dealt with. Recognition of diversity: Diversity is something that should be celebrated not only by focussing on differences but also by looking at the many similarities between all people. Fostering this kind of attitude encourages inclusion within the classroom but also once the pupils get outside the classroom. The Learner Structure and Consistency: Pupils, particularly those with special needs thrive on structure and consistency as it lowers anxiety and increases independence. The more structure pupils have, the more they are included in the way that the classroom functions. A clear and consistently used reward system: The classroom should have a positive outlook and have consistent opportunities for praising pupils for good behaviour and work. A highly visual rewards system, individual, group and class, should be a part of this, and should be used fairly and consistently by the teacher. This should be kept very separately from the sanctions system and not used interchangeably. As an inclusive tool, a system of rewards can be particularly useful for encouraging SEN pupils. A clear and consistently used sanction system: The classroom should have a less visual system for sanctions resulting from undesirable behaviour, which should be used fairly but most importantly in a consistent manner by the teacher. Again, this should be kept very separate from the reward system, not used interchangeably. Metacognition through sharing: To be truly included, the learner must have, or be in the process of learning about, his/her own learning process, i.e. how to be a good learner. The learner and teacher must have a functional relationship incorporating the sharing of all information about the learning process. This might include: learning objectives, medium term plans, opportunities for self-assessment. The Classroom Welcoming and safe environment: Creating a calm atmosphere which fosters learning is important for inclusion. With a welcoming and safe environment, all pupils will feel safe, positive and ready to learn. Use of co-operative learning: A big step towards increasing the inclusiveness of the classroom is to change the structure of the learning to incorporate a strong co-operative element. This can improve the ratio of teacher/pupil talk and encourage inclusion in the learning process through peer talk. Kagan structures are an excellent example of co-operative learning, and thus can be particularly helpful for SEN pupils. For example, pupils with Autism, who need to develop their social interaction skills and other skills such as turn taking or listening to other people.

Inclusive Disclaimer: This classroom checklist is not an exhaustive list, but rather a start-up guide
to creating an inclusive classroom. A great deal will depend on the pupils within the class, with some strategies being more appropriate/successful than others. Most importantly, real inclusion can only be achieved with full commitment from the class teacher. Positivity and a can-do attitude is a must and any truly inclusive teacher must be prepared to be flexible to account for the differing learning needs of his/her pupils.