'The Inclusive classroom is fundamental to inclusion and the core of best teaching practice'.
Inclusive Learning and Collaborative Working: CIRCLE Secondary 2016
Inclusive classrooms support all learners and reduce the extent to which further additional support is required and allow the implementation of individual support to be minimally intrusive. Developing an inclusive classroom therefore meets professional and legislative duties. It is also an effective use of time management.
For example, ensuring appropriate labelling and visual supports are in the classroom supports learners who experience language and communication difficulties and also English as an additional language.
An inclusive classroom requires:
- Effective planning and organisation
- An understanding of the learners needs
- Incorporate reasonable adjustments to the curriculum materials, class routines and Assessments Arrangements
- Liaise with support colleagues and if appropriate ensure effective management of any resources and their support staff time.
What makes a classroom feel inclusive to autistic learners?
Each autistic learner is an individual and need to be included in developing their inclusive classroom.
- Ensure the classroom routines are accessible e.g. use of visual supports
- Simplify communication
- Use stress scales
- Ensure the whole class has an opportunity to explore diversity and equality
- Incorporate the special interests of autistic learners into the lesson
- Reduced sensory overload
- If room allows create a quiet area
- Agree a method to support a ‘timeout’
- Prepare the class for unexpected change.