What incluisive education looks like in the language classroom. Presentation for Richmond Annual Conference, 12 May 2018

1. INCLUSION
IN ELT:
M E T H O D S A N D
S T R AT E G I E S
S I LV I A R OV E G N O, M A

2. AGENDA
• WHAT IS INCLUSION?
• WHAT AREAS DOWE NEEDTO
ACCOMMODATE?
• HOW DO I DEVELOP AN INCLUSIVE
APPROACHTO MYTEACHING?
• WHAT STRATEGIES DO I NEEDTO
IMPLEMENT?

3. A WORD OF WARNING!

4. WHAT IS INCLUSION?

5. The biggest challenge for teachers it to care about each student
but the hardest one is to care for each of them. Teachers need to
see as their responsibility to get the child to a situation in which
he or she can succeed.
Geneva Gay

6. What differentiation really is..
Differentiation is not a set of strategies, but rather a way of thinking
about teaching and learning.

7. TAKING AN INCLUSIVE
TWIST
• Inclusion as process
• Identify and remote barriers
• Presence, participation and achievement
• All students
• Emphasis of groups at risk
• Segregation, exclusion and performance
Mel Ainscow
University of Manchester

8. AREAS

10. ENGAGEMENT
• Each student is unique in his or her learning preferences, abilities and
ways of engaging in various learning opportunities.
• To set the tone for effectively engaging students, it is important to
decrease discomfort and distractions.
Social interaction

11. • Strategies for engagement through space
– Place bold, distinct borders around bulletin boards and wall display.
– Offer varied seating (location, seats, floor, cushions)
– Use different lighting
– Have a variety of fidget toys available
– Use a variety of writing surfaces (whiteboard, copybook, laptops, cardboards,
colour paper)
– Remove spatial clutter
• Strategies for engagement through classroom management
– Create authentic classroom jobs
– Have a case with students’ names to appoint students to work or participate
– A place for everything and everything in its place: keep an organized
classroom

12. • Strategies for engagement through social interaction
– Use various grouping
– Use dice to engage students in cooperative review of lessons
– Use name picker app to allot random participation
• Strategies for engagement through executive functions
– Customize cue signals
– Share class objectives and materials

13. Explicit
Preview
SegmentSequence
Review

14. REPRESENTATION
• No matter how engaged your students are, if you just provide the
content in one way, only the students who can obtain access to it that
way are going to benefit from it. If you present it in multiple ways,
three things happen:
• 1. More students are going to have access to the new learning
• 2.The new information will be reinforced in multiple ways
• 3. Students will be more likely to become expert learners because
they will be familiar with multiple ways to receive information and
thus will know what works best for them and can explore a range of
ways to learn new information.

15. Strategies for input through materials
• Provide visually accessible reading materials
• Use auditory books
• Use tactile and multisensory books
• Self-amplifiers
Strategies for input through classroom management
• Create classroom schedule variations
• Take syn-naps (periodic rests needed to replenish
neurotransmitters)
• Employ the 10: 2 strategy, 10 minutes of input, 2 minutes of
processing time
Strategies for input through technology
• Use digital texts and e-books
UDL book builder. bookbuilder.cast.org
• Offer multiple supports when using any auditory input (text to
speech)
• Offer multiple supports when using any visual input (audio
description of visuals)

16. Strategies for input through executive functions
• Offer planner options to organize work
• Post materials and information on LMS
• Offer a variety of graphic organizers
• Use timers to support task completion

17. EXPRESSION
• Multiple means of expression (ways of students to show what they
know) include the traditional writing or oral responses as well as
options for physical expression, options for communication, and
options for executive functions.
• Providing multiple means of expressions is not the same as “any
student performance will do.”

18. GUIDED PRACTICE
STRATEGIES
• Provide checklist and short descriptions
• Provide sentences starters, models and sample writings
• Provide choice of format for feedback

19. INDEPENDENT PRACTICE
• Provide a real audience
• Provide peer feedback
• Student-created bulletin boards
• Photo essay
• Provide augmentative and alternative communication supports
• Socratic seminars
• Student recordings and videos
• Provide students with discussion questions before the lesson
• Use think, pair, share technique

20. NO MORE!
“I’m invisible to my teachers. I am there but
they don’t see me, they don’t talk to me as
they talk to others. I feel they don’t want me
in their class, I’m a burden to them. This is
because I’m dumb.”
9 year-old boy,April 2018

21. USEFUL SITES TO
BOOKMARK!
• http://udlstrategies.wikispaces.com/
• http://udlguidelines.cast.org/
• http://www.specialeducationalneeds.com/home/inclusion