Supporting Inclusive Practices
Providing a classroom that is an inclusive environment is something I aspire to, whether it be an early childhood setting or primary setting. During my teaching rounds and professional placements, I have had the opportunity to provide the children/students with an inclusive classroom and provide them with opportunities for their individual strengths, interest and what they need to develop and learn to the best of their own abilities.
The following are examples of how I have provided for Inclusive Practices;
The following are examples of how I have provided for Inclusive Practices;
Providing for ESL Learners
![Picture](/uploads/1/1/3/7/11377182/4645861.jpg?288)
Having displays around the room is something that I have found very helpful when teaching in a classroom where there are English as a Second Language (ESL) students. During one of my teaching rounds, I worked at a school that was in an area where majority of the students do not speak English at home.
I found this to be quite challenging, while communicating with the ESL students who were only learning English at school (grade prep) and were not continuing this at home as their parents could not speak English.
While I did find this challenging at the beginning, I soon enjoyed the challenge of creating signs and using the signs and charts in the classroom to effectively communicate and adapt an inclusive classroom for these students.
I have the belief that all students should have the right to learn in a classroom, which I made inclusive for these ESL students. Without changing the routines and classroom environment at a large expense for all students, I feel that I have during this placement provided for these students in an inclusive classroom with acknowledging their strengths and using these while they are feeling part of the classroom environment.
By adapting the charts in the classroom, and making these simple, and including the students home languages, I felt this allowed them to feel secure and welcomed into this environment and able to make a connection between their home language and English.
The students would use these charts when they felt they needed assistance in translating a word they were not sure of and as the charts were in their home language, they could use these to find the correct word and continue with their writing or classroom work.
I found this to be quite challenging, while communicating with the ESL students who were only learning English at school (grade prep) and were not continuing this at home as their parents could not speak English.
While I did find this challenging at the beginning, I soon enjoyed the challenge of creating signs and using the signs and charts in the classroom to effectively communicate and adapt an inclusive classroom for these students.
I have the belief that all students should have the right to learn in a classroom, which I made inclusive for these ESL students. Without changing the routines and classroom environment at a large expense for all students, I feel that I have during this placement provided for these students in an inclusive classroom with acknowledging their strengths and using these while they are feeling part of the classroom environment.
By adapting the charts in the classroom, and making these simple, and including the students home languages, I felt this allowed them to feel secure and welcomed into this environment and able to make a connection between their home language and English.
The students would use these charts when they felt they needed assistance in translating a word they were not sure of and as the charts were in their home language, they could use these to find the correct word and continue with their writing or classroom work.
Supporting children with Autism
![Picture](/uploads/1/1/3/7/11377182/7941740.jpg)
Throughout my many teaching rounds and placements in school and kindergartens, I have been involved in services where they have children with special needs, such as autism. Children with autism may or may not not need an inclusive approach, although a child that I was working closely with and observing for a case study was needing the time and assistance put into her and her interests to keep her engaged and comfortable in her kindergarten learning environment.
Although most autistic children are being encouraged to interact with others and may have experiences set up for 2 children, with this child, I felt that by supporting her and providing an inclusive environment, I observed and found she needed sensory play and I felt his needed to be set up for 1 child in order for her to achieve a goal of sitting and playing with sensory environment daily.
I set up this sand activity, along with dinosaurs (child's interest) for 1 child and encouraged the child to participate in this activity while using the dinosaurs in play. I provided this aspect of play, with the use of sand to include the child with autism, and as the activity was included in the kindergarten environment the child didn't feel like the activity was set up only for her and she wasn't feeling secluded or different. The other children were also encouraged to participate in this experience.
Although most autistic children are being encouraged to interact with others and may have experiences set up for 2 children, with this child, I felt that by supporting her and providing an inclusive environment, I observed and found she needed sensory play and I felt his needed to be set up for 1 child in order for her to achieve a goal of sitting and playing with sensory environment daily.
I set up this sand activity, along with dinosaurs (child's interest) for 1 child and encouraged the child to participate in this activity while using the dinosaurs in play. I provided this aspect of play, with the use of sand to include the child with autism, and as the activity was included in the kindergarten environment the child didn't feel like the activity was set up only for her and she wasn't feeling secluded or different. The other children were also encouraged to participate in this experience.
Visuals for children with learning delays
![Picture](/uploads/1/1/3/7/11377182/1327376.jpg?341)
During my placement at Lancaster Preschool, there was some children at the kindergarten who needed some assistance when it came to instructions, listening and following directions. I found this challenging as I had not had a placement where many children needed extra attention and an inclusion support program or material to help them during their kinder day.
Over he tendon week I spent there, I was in full control and I had decided to talk to the children and each them about where water comes from and how it gets to us. I also talked about saving water while at home and at kinder.
While taking observations and then going over them to develop lesson plans and experiences for the children based on what I thought they knew or didn't know, I felt that I would need to do something that would engage all the children and keep them sitting for me to talk about the water and conservation.
I decided that having visual aids throughout my group time would help those children with short attention spans to concentrate for the group time and learn aspects about water and its cycle. I used the visuals as an inclusive support for these children and I feel that it worked really well and the children reacted to this ethos positively. By giving the children who normally wouldn't last that group time attention, the chance to participate and be active n=in the discussion allowed them to keep engaged and enjoying the group interactions.
Over he tendon week I spent there, I was in full control and I had decided to talk to the children and each them about where water comes from and how it gets to us. I also talked about saving water while at home and at kinder.
While taking observations and then going over them to develop lesson plans and experiences for the children based on what I thought they knew or didn't know, I felt that I would need to do something that would engage all the children and keep them sitting for me to talk about the water and conservation.
I decided that having visual aids throughout my group time would help those children with short attention spans to concentrate for the group time and learn aspects about water and its cycle. I used the visuals as an inclusive support for these children and I feel that it worked really well and the children reacted to this ethos positively. By giving the children who normally wouldn't last that group time attention, the chance to participate and be active n=in the discussion allowed them to keep engaged and enjoying the group interactions.