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Tips for inclusion in the classroom

The UK Government provides advice for newly qualified teachers to support SEND learners
Children's hands raised against a blackboard
© University of Bath

The UK Government provides advice for newly qualified teachers to support SEND learners, which includes autistic learners. These 8 pillars of inclusion reflect the context in which teachers are working:

  • Partnerships with pupils and parents/carers;
  • Planning ways to remove specific barriers to learning and participation;
  • Learning from advice from colleagues in school and other professionals and from formative and summative assessments;
  • Developing own record keeping/using access to school records;
  • Developing understanding of how the subject/curriculum area can help to remove barriers for SEND pupils.

1 Maintaining an inclusive learning environment. Examples include…

  • Layout: seating allows all pupils to see/hear the teacher
  • Acoustics: background noise is reduced
  • Use of wall space: resources and displays are accessible and encourage independent use

2 Multi-sensory approaches, including ICT. Examples include…

  • Use of ICT
  • Use of preferred learning approaches, such as auditory or visual
  • Alternative communication, eg symbols
  • Alternative ways of recording

3 Working with additional adults. Examples include…

  • Other adults as partners not teachers
  • Commitment to pupil independence
  • Joint planning and review

4 Managing peer relationships. examples include…

  • Flexible grouping
  • Buddying/peer tutoring
  • Circles of friends

5 Adult-pupil communication. Examples include…

  • Language used is positive and respectful
  • Careful praise/correction
  • Prepared questions for individuals/groups
  • Use of preferred communication style
  • Giving time to think

6 Formative assessment/assessment for learning. Examples include…

  • Choice of objectives/success criteria/peer assessment
  • Expectations/challenges
  • Communication issues

7 Motivation. Examples include…

  • Engagement/enjoyment
  • Rewards/praise
  • Including pupil strengths/interests
  • Relevant contexts
  • Encouraging learning from mistakes
  • Use of ICT for fun
  • Can-do ethos: readiness to problem solve

8 Memory/consolidation. Examples include…

  • Developing use of range of memory aids
  • Helping pupils devise their own strategies for remembering
© University of Bath
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Good Practice in Autism Education

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