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Maslows Hierarchy of Need: Good educational reasons to have zero tolerance for bullying.
My dreams are .
I am going to .
PERSON-CENTRED PLANNING
vision and values based on an inclusive ethos a can do attitude from all staff a pro-active approach to identifying barriers and finding practical solutions strong collaborative relationships with pupils and parents a meaningful voice for pupils a positive approach to managing behaviour continued
Get pupils to work out how many different permutations you can get on the six pattern of a dice?
Too steep-dangerous
Ellis Island- United Stated Immigration Filtering out those with an Impairment
12 million immigrants passed through from 1890 to 1930s 100,000 were turned back.
Who would not have existed if we eliminate genetically and other carried impairments?
Julius Caesar Pope Milton Beethoven Goya Monet Van Gogh Evelyn Glennie Stevie Wonder Che Guevara Cerrie Burnell Ray Charles Winston Churchill David Blunkett Gordon Brown Frida Kahlo Toulouse Lautrec Einstein Shrek or The Hulk Mr Magoo Howard Hughes Iris Murdoch
Respond to individuals on the basis of categories of perceived ability. Write off anybody
Do Construct learning activities as a common endeavour in which everybody can take part on an equal footing. Encourage diverse grouping and negotiate patterns of grouping and seating with young people. Work to develop the peer group as a community of learners who support and increase one anothers learning capacity
1. Pre-planning information.
Have you been given information on the nature and degree of impairment and the access needs of the disabled pupils in the class? Have you been shown or do you know how these disabled pupils access needs and personal care needs will be met in the class? If you dont know how the disabled pupils needs will/can be met seek advice from SENCO, Head or Deputy or from other agencies such as Educational Psychologists, Advisors or Health Professionals.
2. What preparation have you made with the class/ group for:
one to one peer support collaborative teaming group work valuing difference of race, gender, ethnicity, disability, age or religion How do you ensure that mutual respect is encouraged within your classroom? Are you clear about how to deal with bullying and harassment in the class? Doers the school have a consistent policy?
3. Lesson planning: how will you support the needs of all learners?
Consider: - timing, - variation of activities, - types of activities [concrete/abstract], - reinforcement of key ideas, - extension work - recall of previous work, - links to future work, - clear instructions. Will the content of the lesson engage all pupils from the beginning? Will there be sufficient variation in activities and pace to engage all? Are you able to access specially adapted equipment for some pupils to enable them to participate fully? If not, can an alternative way be found? Will the diversified and differentiated work allow all pupils to experience success at their optimum level?
5. Preparing materials
Are written materials accessible to all: formats; readability; length; content? Scaffolding [practical materials] e.g. writing frames, pictograms, sounds, pictures, objects, artefacts, word lists, number lines, etc, are they accessible to all? Appropriate use of augmented communication and ICT
8. Classroom organisation
Is seating carefully planned and/or the activity accessible for students with: - mobility impairments e.g. circulation space, table height - hearing impairments e.g. sight line for lip reading/ interpreter/ no glare - visually impaired e.g. maximise residual sight, if touch can reach - challenging behaviour e.g. in adult gaze; at front for eye contact - short attention span/easily distracted, eg: sit on own - learning difficulties who need a lot of support, eg: next to peer supporter - short attention span, e.g.: distraction free zone What seating plans are you using and why? Will seating plans make use of peer support and how?
11. How will you ensure that all pupils feel equally valued through their experiences of:
the allocation of teacher and support staff time; being listened to/ paid attention to; being respected; achieving; interacting with their peers being free of harassment.
Maresa now at University Studying English Non verbal and quadriplegic, with a mental age of 2 was the diagnosis. I was in a special school until I was eleven and then in a unit for 2 years. Nobody learnt to communicate with me. When I went to a comprehensive it was just ordinary teachers who decided to have a go. So I got my GCSEs . At college they believed in me. The University said I could submit essays for admission instead of exams which are exhausting. Now I am in the last year of my English Degree and want to be a writer.