Creating Inclusive Teaching Spaces

1 Understand the needs of all students

• Students with Special Education Needs (SEN)
  • Diagnosis
  • Examples of SEN are dyslexia, autism, ADHD, dyspraxia, dyscalculia, pathological demand avoidance, etc.
  • Considerations to make: types of instructions, language usage, reasonable adjustment, varying needs, classroom culture, behaviour, classroom environment, movement breaks, routines, structure.
• High-ability students: mixed ability groups, challenging students, gifted and talented programs, disengagement, self-esteem, grammar schools, streamed groups.
• Students being taught in an additional language: varying needs, thought delay, cultural difference, explaining technical content and language when to translate resources into the first language.
• Students with physical disabilities: physical adjustments, temporary disabilities, classroom layout, mobility aids, adaptive equipment, communication devices, emergency planning, medical support, and staff training.

2 Be able to differentiate appropriately to differing students' needs, using approaches which enable students to be taught effectively

This is not a complete list of all possible adjustments but instead gives some examples

• Possible adjustments for mixed-ability teaching: catering to varying needs and differing activities.
• Possible adjustments for EAL students: translated texts, additional support, speech levels, varying needs, speed of speech.
• Possible adjustments for SEN students: raising concern, differing needs, extra time, processing time, clear instructions.
• Possible adjustments for neurodivergent students: headphones, time, space, noise, communication difficulties, movement breaks, tackling miscommunication.
• Possible adjustments for physically disabled students: classroom adjustments (desk height, location of classroom, seating plans, location of resources), lesson adjustments (breaks, location of resources, reasonable adjustment).

Researching external support for students experiencing a range of difficulties using the internet: identifying reliable sources, localised support, search engines, special characters for improved search engine results, academic experts, government websites, free support, paid support, online support, and in-person support.

Using an emerging technology to support students

Content is suggested for current emerging technologies (2024); as new technologies develop, they should be added to teaching content.

• Artificial Intelligence (A.I.): personalised learning, tutoring, predictive analysis
• Virtual and Augmented Reality (VR/AR): immersive learning, hands-on practice
• Smart classrooms: interactive whiteboards and displays, multimedia, personal devices, internet requirements, digital learning materials
• Learning Management Systems (LMS): collaborative learning, analytics and  insights
• Gamification: engagement, skill development
• Educational applications: accessibility (can learn anywhere, bitesize learning)
• Robotics: hands-on Science, Technology, Engineering and Mathematics (STEM) learning, enhance creativity

Reflecting on adjustments made to improve practice: strengths and weaknesses, where needs were met, personal feelings, changes to practice as a result, and areas needing more support or training.

3 Understand how a range of factors can inhibit students' ability to learn

Maslow’s Hierarchy of Needs in the context of teaching

• Physiological (air, water, food, shelter, sleep, clothing, reproduction)
  • Educational context: access to resources while in education setting, access to resources outside of education setting
• Safety (personal safety, health, employment, resources, property)
  • Educational contexts: bullying, cyberbullying, safeguarding, power dynamics, safety in educational setting
• Love and belonging (friendship, intimacy, family, sense of connection)
  • Educational context: belonging in the educational setting, inclusive classrooms
• Esteem (respect, self-esteem, status, recognition, strengths, freedom)
  • Educational contexts: recognition in the classroom, highlighting strengths, freedom to learn, certification, ability grouping, teacher assumptions, interactions with staff
• Self-actualisation (desire to become the most one can be)
  • Educational context: impacts student’s attitude and motivation in the classroom
• One step to the next
  • Educational context: students are unable to fully engage with learning and feel motivated if other needs are met first

How socioeconomic status can impact on learning

• Maslow’s hierarchy of needs: student is unable to learn because they have unmet basic needs
• Resources: unable to access the resources (such as textbooks) they need in order to access the content
• Emotional impact and stigma
• Caring responsibilities: unable to commit time to studies due to other responsibilities
• Priorities: unable to commit time to studies due to other responsibilities

How gender can impact learning

• Stereotypes: stereotype threat, assumptions about own ability, others assumptions about their ability
• Teacher assumptions: impact what they will ask a student to do and what they expect of them
• Childhood activities: gendered play, learning in childhood
• Gender-mixed classrooms vs single-gender classrooms
• Discrimination: emotional impacts, practical impacts
• Parental expectations
• Sexualisation: impact on feelings of safety and on mental health
• Personal safety
• Content linked to interests: impact on engagement

How stereotypes can impact learning: stigma, expectations, self-esteem, personal safety, peer interactions, staff interactions, belonging, stereotype threat.

How mental health can impact learning: concentration, Maslow’s Hierarchy of Needs, priorities, safety, memory, executive functioning, stress, anxiety, behavioural issues, mood swings, risk of dropping out, fear of failure, self-esteem, growth mindset.

4 Be able to assist in overcoming factors that can inhibit students’ ability to learn

Creating an inclusive culture within the teaching space: teaching sensitive topics, safe spaces, reacting to unwanted behaviour, dispelling stereotypes.

Reasonable adjustments for students experiencing difficult circumstances: extra time, sensitive topics, resources, and task adjustments.

Identifying factors that can inhibit a student's ability to learn: SEN identification, recognising mental symptoms, safeguarding (identifying signs of abuse).

Supporting students in accessing support for circumstances outside of the teaching space: identifying support, recommending support, encouraging support, and breaking the stigma around support.

Promoting positive mental health inside and outside the teaching space: wellness, mindfulness, mental health first aid, drugs and alcohol.

Using the internet to research support for students experiencing difficulties outside of the teaching space: search engines, allow access to location, check the authenticity of sources, identify inauthentic websites or information, provide information in a format appropriate for students, government websites, charities, legality, confidentiality, speaking on behalf of a vulnerable individual, knowing limitations (can not force someone to get help).