INCLUSION 2425 -2º AÑO

INCLUSION

inclusion in current legislation

"Inclusion must be a fundamental principle in order to cater for the needs of all the students"

LOMLOE, Article 4 (Basic Education)

"Organisational, methodological and curricular measures will be applied when necessary in accordance with the principles of Universal Design for Learning, guaranteeing childrens’ rights and facilitating access to any support needed by the students."

LOMLOE, Article 4 (Basic Education)

INCLUSION

taking into account the differences in their - abilities, - learning paces and styles, - motivations and interests, -personal social, economic, cultural and linguistic situations

-identifying and overcoming the barriers that may prevent learning and the participation of all the students

so that all students can reach their full potential and personal capabilities

the set of actions and measures addressed at

- fostering the progress of all learners

The diversity in the classroom

Students with different cognitive abilities, learning styles, types of intelligences, interests, needs, sociocultural backgrounds, readiness, sex,, ethnic background... .

Class group

Students who need educational support

ACNEAEs

Students with special educational needs

ACNEEs

inclusion measures

• Regional level: projects aimed at removing barriers,language programmes for foreigners, resources, transformation projects
• School level: Diversification programmes, splitting groups, support teachers, tutorial action…
• Class/group level:
• methodological measures: cooperative learning, task-based learning, learning through projects, interactive groups (Decree 85/2018)
• organizational measures: individual tutorials, careful organisation, monitoring procedures

• Individual measures for ACNEAEs -> Individual Educational Plan
• Extraordinary measures for ACNEEs-> Individual Educational Plan with significant curricular adaptations
• Exceptional measures: repetition

differentiation

inclusion measures

• Regional level: projects aimed at removing barriers,language programmes for foreigners, resources, transfomration projects
• School level: Diversification programmes, splitting groups, support teachers, tutorial action…
• Class/group level:
• methodological measures: cooperative learning, task-based learning, learning through projects, interactive groups (Decree 85/2018)
• organizational measures: individual tutorials, careful organisation, monitoring procedures

• Individual measures for ACNEAEs -> Individual Educational Plan
• Extraordinary measures for ACNEEs-> Individual Educational Plan with significant curricular adaptations
• Exceptional measures: repetition

differentiation

acneaeS VS Acnees

sts with special educational needs (ACNEEs)

intellectual, visual, hearing and motor disabilities

severe behavioural, communication & language disorders

sts of delayed maturity

sts with certain personal issues or academic issues

late entrants

sts with learning disorders (dyslexia, dyshorthography...) and attention disorders (ADHD)

gifted and talented students

sts with language processing disorders

sts who don't master the language of instruction

sts at risk due to socio-educational issues

INDIVIDUAL MEASURES FOR ACNEAEs & acneaeS

• Individual measures: include at least 1 ACNEAE student in your SD and state some of the individual measures you'll apply (reflected on Action Plan) : click here for some ideas
• Extraordinary measures: for ACNEEs. They demand a change in the common curriculum . You shouldn't include ACNEEs in your SD.
• Exceptional measures: a school year may be repeated, when it is absolutely necessary (only once during Primary and a maximum of two times over compulsory schooling)

inclusion measures

• Regional level: projects aimed at removing barriers,language programmes for foreigners, resources, transformation projects
• School level: Diversification programmes, splitting groups, support teachers, tutorial action…
• Class/group level:
• methodological measures: cooperative learning, task-based learning, learning through projects, interactive groups (Decree 85/2018)
• organizational measures: individual tutorials, careful organisation, monitoring procedures

• Individual measures for ACNEAEs -> Individual Educational Plan
• Extraordinary measures for ACNEEs with intellectual disability-> Individual Educational Plan with significant curricular adaptations
• Exceptional measures: repetition

differentiation

flexible grouping and heterogeneous groups

• Creating flexible groupings
• by their own choice
• readiness level
• interests

• language proficiency

• Heterogenously

Upper-intermediate

Advanced

Lower-intermediate

Low

Lower-intermediate

Low

emotional and social issues

Lower-intermediate

Upper-intermediate

fast finishers

• Taking fast finishers into account:
• Extension activities, enrichment tasks or more complex assignments
• Tailored to the students' interests, abilities
• Motvating activities or games
• Different areas: reading, writing, listening, vocabulary, researching, creativity and logical thinking.
• Extra material for their classmates
• Use of ICT
• Present it in a gamified/manipulative/creative/attractive way

ACCESSIBLE MATERIALS

• Making material accessible to everyone:
• Variety of formats: text, audio ,image, video, interactive tools
• Visual aids: like charts, diagrams, infographics, animations, graphic organizers/concept maps, mind maps/relationship charts; highlighting
• Multiple texts: materials at different reading levels or alternative texts on the same topic
• Accessible formats: font, size of text, images, graphs, tables, or other visual content; contrast, colour, layout, volume or rate of speech or sound, etc.

Read&Write (Google)

Microsoft 365

goals and self-assessment

• Setting goals clearly
• making objectives visible
• sharing goals, expectations and evaluation criteria
• giving clear instructions
• providing explicit modeling through visuals,gestures

• Encouraging students to reflect on their learning process, promoting self-assessment:
• asking questions to guide self-monitoring and reflection applying “stop and think” before acting strategies and “show and explain your work” (metacognition)
• differentiated models of self-assessment strategies
• rubrics for tasks
• checklists and project planning templates

executive functions

INTERACTIVE JOURNALS

• An interactive journal, dialogue journal or learning log, is a notebook in which the student and teacher communicate through writing
• It can be used as a form of ongoing assessment. By reading a student's journal entry, the teacher can determine his or her depth of understanding and identify gaps in his or her knowledge.
• It can also be a way of covering SC5, evaluation criteria 5.3. "5.3. identify and register, following models, their progress with and difficulties in learning a foreign language, selecting with guidance the most effective strategies to overcome difficulties and make progress, carrying out self and peer evaluation, such as those suggested by the European Language Portfolio (ELP) or in a learning diary, demonstrating and sharing their progress".

giving choices

Learning menus

Choice boards &Think-Tac-Toe

RAFT writing strategy

• Starter (choose 2)
• Side Dishes (choose 1)
• Main Course (choose 1)
• Dessert (optional)

Make sure you provide challenging options that address the key concept or skill being learned in the same amount of time.

A single assignment or three assignments to score a "think-tac-toe" earning them extra credit

SCAFFOLDINg

Developed in the 1950sby Jerome Bruner

Temporary support

Verbal scaffolds and procedural scaffolds

Allows students to go beyond what they could do independently

Related to the “Zone of Proximal Development" by Lev Vygotsky

scaffolding

• Verbal scaffolds (how information is verbally presented)
• Model the "think-alouds"
• Procedural scaffolds (tools and resources)
• Collaboration in heterogenous groups and interaction: turn and talk, concentric circles...
• Visual tools:
• pictures
• diagrams
• graphic organizers / mind maps / relationship charts
• Substitution tables
• Language prompts
• sentence stems / sentence starters
• sentence frames
• paragraph frames

*Different ways to present them: word mats, anchor charts, whiteboard, keyrings, mini-books

scaffolding: substitution tables

• They give learners choices about

the content of the sentence whilst maintaining a specific structure.

• They can be made up of
• single words
• mixture of words and phrases
• images
• mixture of words and images

• They can be used to
• scaffold talk
• scaffold writing
• support development of a
• particular gramatical feature

scaffolding: language prompts

• "Template of languages" or "ready made chunks of language" that allow students to create correct sentences
• They can be
• sentence starters/stems
• sentence frames
• paragraph frames
• They are useful for:

• oral everyday classroom language (discussions, asking questions, giving opinions, explaining)
• writing in a particular genre/text type
• modelling the use of language functions
• modelling the use of linguistic units (syntax): tenses, subject-verb agreement, articles, prepositions

tiered activities

Key activities in lessons will be differentiated in terms of levels.

low-attaining students low attainers students below the norm weaker students

reinforcement task/assignment

Class group

core task/assignment

average students

ACNEAEs

high-attaining students high attainers students above the norm stronger students

extension task/assignment

ACNEEs

The activities will differ in:

• complexity
• depth of information
• level of abstraction

tiered activities

• Core tasks / assignment: central tasks form the backbone of lessons
• Reinforcement tasks / assignments: basic tasks that help students reinforce learning and consolidate skills.

• Extension tasks / assigments: open and challenging tasks that require students to experiment with language and go beyond the defined range of expression used in the core task.

It is particularly useful for reception activities (reading and listening) and mediation:

• adapting questions - > see Bloom's Taxonomy &
• adapting the text
• oral texts: speed, subtitles, length, script, etc.
• written texts: lexis, linguistic units, length, etc.

Chat GPT News in levels Newsela (4 free articles per month, changes every week) Commonlit (based on Lexile levels): guided reading ReadWorks

BLOOM'S TAXONOMY

Engaging higher cognitive processes is crucial for reinforcing knowledge in the long-term memory

Created by Benjamin Bloom in the 1950s

Classification of cognitive skills into 6 levels

Higher-order thinking skills (HOTS)

Specific learning outcomes can be derived

Lower-order thinking skills (LOTS)

Applying Bloom's taxonomy to our lessons

DIFFERENTIATION models

We can classify this and other differentiation stratgies according to two frameworks:

Tomlinson, C.A. The Differentiated Classroom: Responding to the Needs of All Learners (1999)

framework 1

by content

by process

by product

by learning environment

framework 2

by outcome

by input

by methodology

DIFFERENTIATIOn models: framework 1

It provides a structure for identifying and addressing diverse student needs based on their readiness, interests, and learning profiles.

• By content: what students need to learn (knowledge, understanding and skills) or how they get access to the information. It can be adjusted based on how a student processes information, and how they learn.
• By process: how students come to understand and make sense of the content. It involves creating sense-making activities that help students “own” the content.
• By product: how students demonstrate what they have come to know, understand, and be able to do after an extended period of learning.
• By learning environment: how learning is influenced by the physical or virtual space and the social and emotional atmosphere in which it occurs.

DIFFERENTIATION models: framework 2

It classifies teaching strategies and practices based on their role in the learning process.

• By input: the resources, materials, or specific instructional strategies that are provided to students to support their learning. (≈ content, process)
• By methodology: the teaching methods and approaches we use to facilitate learning. These include how lessons are structured and ways of engaging students... (≈ process, learning envirionment)
• By outcome: the results or outputs of the learning process. It reflects what students achieve, including performance, understanding, mastery, or skills. (≈ product)

key takeaways

DIFFERENTIATION MEASURES TO BE TAKEN INTO ACCOUNT FOR UNIT PLANNING AT GROUP LEVEL

• Speaking,writing & mediation (production part)

- offering a variety of options for assignments, topics or activities (e.g. speaking: podcast, presentation, video..; writing: different texts) - scaffolding (collaboration, interaction, visual tools, substitution tables, language prompts) - production according to level

key takeaways

DIFFERENTIATION MEASURES TO BE TAKEN INTO ACCOUNT FOR UNIT PLANNING AT GROUP LEVEL

• Reading,listening & mediation (reception part)

- adapting the task (core-reinforcement-extension): different questions, different text, subtitles…. Possibility to apply Bloom’s Taxonomy to help you create differentiated questions: lower levels for weaker students, higher levels for stronger students.

key takeaways

DIFFERENTIATION MEASURES TO BE TAKEN INTO ACCOUNT FOR UNIT PLANNING AT GROUP LEVEL

• Syntax & lexis:

- adapting the task (core-reinforcement-extension): more simple activities for weaker and challenging, open activities for stronger. Possibility to apply Bloom’s Taxonomy to help you create differentiated tasks.

key takeaways

DIFFERENTIATION MEASURES TO BE TAKEN INTO ACCOUNT FOR UNIT PLANNING AT GROUP LEVEL

• In any lesson:

- heterogenous groups - fast finishers

key takeaways

DIFFERENTIATION MEASURES TO BE TAKEN INTO ACCOUNT FOR UNIT PLANNING AT GROUP LEVEL

• In your unit presentation, you can present these inclusion measures:
• as you go through each lesson
• after presenting each lesson
• after presenting all of them.
• Most of the remaining differentiation strategies are general and it would be enough to just outline them in the syllabus design presentation. However, you can also explain how you apply some of them in your unit if you consider it relevant.

Sentence frames for writing

Uses

• by the teacher: mult. ways of rep -> materials
• by students: mult. ways of exp -> planning writing, classifying lexis, brainstorming, organising ideas, analysing a text...

Templates

• Graphic organiser generator https://www.teach-nology.com/web_tools/graphic_org/
• Enchanted Learning website: http://www.enchantedlearning.com/graphicorganizers/flowchart/
• Eduplace: http://www.eduplace.com/graphicorganizer/
• EdHelper: http://edhelper.com/teachers/graphic_organizers.htm
• Education Oasis: http://www.educationoasis.com/curriculum/graphic_organizers.htm
• Freeology: http://freeology.com/graphicorgs/
• Graphic.org: http://www.graphic.org/goindex.html

Executive functions

capabilities that allow humans

• to overcome impulsive, short-term reactions to their environment
• and instead to set long-term goals, plan effective strategies for reaching those goals, monitor their progress, and modify strategies as needed

Accessibility tools for Google Chrome

• text-to-speech
• word prediction
• dictionary and picture dictionary,
• voice note and study tools (highlight, annotate)
• screen masking (highlighting specific areas to avoid distractions), translator

Accesibility tools for Word, Powerpoint,Excel and Teams:

• immersive reader(text-to-speech, font customization)
• live captions and subtitiles during meetings
• accessibility checker (helps identify and fix accessibility issues)
• mangnifer which enlarges parts of the screen and screen reader
• high contrast mode for users with low vision or visual impairments,
• speech recognition

Present perfect sentence starters

• I’ve already eaten …
• I haven’t been to …
• I’ve just seen
• I have never bought …

Letter writing sentence starters

I’m writing to enquire about… I’m writing in regards to… I am writing to express my … Please find attached … I look forward to… Thank you for...

Differentiation

It is the act of adapting curriculum, methodology, instruction and materials to account for differences in the classroom regarding academic level,interests, ethnic background, sex, learning styles, etc