The fifth article in our series on integrating children with disabilities into inclusive classrooms in mainstream schools provides teachers with tips for including all learners in their lesson plans
While physical access is important, it is just as important for teachers to ensure that what and how they teach is inclusive. All teachers should develop daily, weekly and quarterly plans outlining the work that will be covered and how this aligns to the curriculum.
In addition, these plans or lesson schedules should stipulate the teaching method as well as any equipment and materials necessary. If there is more than one class per grade, it is helpful for the group of teachers to plan the lessons together. While the content of the lessons can’t change, the “how” can be adapted to include the learning needs of learners in each classroom.
For example, in Grade 1 maths, students need to count in tens. This is the “what”. When it comes to the “how”, teachers need to establish the best method of teaching the learners to count by considering their backgrounds, life experience and ability.
A teacher can, for example, encourage a child with cerebral palsy who is unable to count verbally to use South African Sign Language or point to the numbers on a number grid or chart. When teachers are designing their lesson plans, they might consider the following factors:
Environment
Where will learning take place and who will teach? Will tuition be teacher- or learner-led? Will the learners sit at desks in rows or on the floor; in small groups or pairs, or will they work independently? Think about where learners in wheelchairs will be best positioned and where they’d like to be. If at the front, will they block the view of learners seated behind them? Can they navigate independently around desks? Can they transfer from their wheelchairs to regular seats or the floor? Do they require pressure cushions?
Participation
Are all learners able to participate? If they require assistive devices, are these available and can they be used in the learning activity? Are there opportunities for all learners to play an active role by, for example, presenting? What modifications to your task might be needed?
Representation
Are activities suitable for all learners? Are the examples used in your activities appropriate and inclusive? Are the tasks varied enough to encourage all learners to participate? Are you using differentiation within your teaching?
Materials
Can the materials be used by all learners? Can they be adapted? What adaptations are needed and who can make these adaptations? How much time is required and are there associated costs?
If teachers think carefully about the differing learning needs of the learners in their classes and plan accordingly, they’ll be far better equipped to meet the individual needs of all learners they teach.
It is important that teachers are familiar with a learner’s Individual Support Action Plan or Individualised Education Plan, which is developed to ensure that learners who require additional support receive it. Our next article will provide teachers with practical tips on using the Screening, Identification, Assessment and Support (SIAS) policy document to assist learners with physical disabilities in their classrooms.
Dr Emma McKinney is a “children with disabilities” specialist, a post doctoral fellow at Stellenbosch University and owns a company called Disability Included. email: emma@disabilityincluded.co.za