To evaluate progress towards an inclusive classroom
Aim
To evaluate progress towards an inclusive classroom.
Evidence and reflection
There are many indicators which might be considered. For instance:
1. Are students helped to learn to respect each other? Does any unnecessary and divisive competition take place? Which is emphasised most, the achievement of students or the learning efforts that are made?
2. How flexible and responsive are classroom organisational groupings? Do they reflect the diversity of students' capabilities?
3. In decisions about the curriculum, are the interests of each of the students recognised and given appropriate attention? Is the students' previous experience drawn on as National Curriculum requirements are adapted?
4. How are the products of the class represented – in classroom displays, in assemblies, in more public situations? Are there some students whose work features more often, and others whose work is seen less often?
5. How wide-ranging are the student achievements which are valued? Does every student experience at least some success to reinforce their self-belief and commitment to learning? Is formal assessment activity and its reporting handled sensitively?
Extension
Having completed your review, what can you do to increase the sense of inclusion of all students? How could you develop the classroom climate to increase students' confidence as learners?
