By Sue Briggs
Lecturers want life like principles to assist them the day by day demanding situations of inclusion. Written via an skilled and sympathetic Inclusion Coordinator, Inclusion covers making plans and environment objectives utilizing P scales and IEPs, photocopiable sheets and templates. The e-book is helping lecturers and TAs interact to top help scholars and promotes profitable conversation among academics and scholars, and scholars and scholars.
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Additional resources for Inclusion: How to do it in Secondary Schools
Sample text
The level of challenge in each segment can be varied to meet the abilities of individual pupils. 4. Assign each pupil one segment to learn. Pupils have access only to their own segment. 5. Give pupils time to read through their segment at least twice. For some pupils the written material will also need to have supporting symbols or be available on a personal stereo. There is no need for pupils to memorise the information. 6. Form temporary ‘expert’ groups by having one pupil from each group join other pupils assigned to the same segment.
To help the child cope more easily in school and to give him or her more choices. To provide the child with encouragement and recognition for achievements and progress. To work with the child to identify difficulties and to come up with practical ideas to help sort out problems. Setting up a circle includes: ■ ■ ■ ■ Gaining the support and agreement of the focus pupil and his or her parents. A meeting with the whole class (which the focus pupil does not attend) aimed at identifying those willing to be supporters.
Each book has the same format, with digital photographs and a word or short phrase underneath. Omar’s family were involved in making the books, with his father photographing Omar working in the garden and in the workshop. The books are kept in school but Omar frequently takes them home to share with his family. This work has motivated Omar to learn to read a significant number of new words. The amount of text in each book can be increased as Omar’s reading develops. Targets and progress No matter how excellent the teaching and the care given, pupils with learning difficulties will fall behind their peers in academic development – and the gap will become increasingly wider as they get older.
