TESSA Inclusive Education Toolkit: A guide to the education and training of teachers in Inclusive Education

TESSA Inclusive Education Toolkit

A guide to the education and training of teachers in inclusive education

Welcome to the Inclusive Education Toolkit!

This toolkit supports the training of teachers in inclusive education. It is designed for instructors and trainers, who are training teachers or are working with other trainers and teachers in training institutions, schools, classes, NGOs, or any other organisation.

You can use it for initial training and to support the continuing professional development of teachers, mentors, educational inspectors, educational advisors, principals, and other specialists and workers in education.

Teachers can also use it, working on their own or in teams.

How can I use this toolkit?

If you are a trainer, you can select and integrate appropriate sections, case studies or activities into training courses or programmes. You may also duplicate and distribute relevant sections.

If you are a teacher, you can look for sections, case studies or activities that will help you to resolve a challenge you have encountered in your classroom.

Why use the TESSA toolkit for teacher training in inclusive education?

As trainers and supervisors, it is your responsibility to educate and train teachers who will ensure that the universal rights of children as described in the 1990 Convention on the Rights of the Child are respected.

Welcoming all children ‘without discrimination’ means that in a classroom there will be, for example, children with physical or sensory disabilities, gifted children, children with learning difficulties, girls, boys, children from minority ethnic groups, and the teaching will need to cater for all children’s individual development as well as the fulfilment of their potential

Our main objective

Aims of the TESSA Inclusive Education Toolkit

1. Enable users to explore and understand the meaning of ‘inclusive education’.
2. Serve as a guide to enable all pupils in the class to be full members of the class, to respect each other, to learn, and to fulfil their potential.
3. Offer strategies to allow for inclusive teaching and provide support to all learners, including those with disabilities.
4. Provide a set of teacher training tools that are published under Creative Commons Licenses and can be adapted and used in different environments and contexts.

How does this toolkit work?

This toolkit provides resources that you will be able to use to build teachers’ ability:

• to think about ways they can facilitate the inclusion of all children in learning, in the classroom, in the school and in the community.
• to include all children in the learning process so that they can grow and to achieve their full potential.
• to incorporate the strategies illustrated in the TESSA educational materials (based on the premises of active, inclusive and participatory pedagogy) into their teaching practice.

This toolkit is not intended to be a module or a procedural document. It is not a book that you read and work through from cover to cover. It is a collection of tools to refer to where certain challenges occur in the process of teaching practice supervision. The tools are shown on the diagram on the entry page of the toolkit and they can be accessed in any order you wish.

The toolkit contains activities that may be conducted individually or in collaboration with other teachers. We encourage you to evaluate your own needs and those of your teachers, and to find in the toolkit components that best meet those needs: do they concern teacher behaviour, the physical environment of the classroom, teaching techniques, the relationship between the school and the community, etc.? Browse through the titles and select the relevant chapters.

The toolkit can also be used as a reference document when organising and running workshops on inclusive education.

Getting Ready

Before consulting the chapters in the Inclusive Education Toolkit, it will be helpful to familiarise yourself with TESSA (Teacher Education in Sub-Saharan Africa) and with the concept of active learning. This is the purpose of the first activity.

The icons used in this toolkit:

To enable you navigate this toolkit easily, we have used the following pictograms:

 Other useful resources

This symbol refers to more detailed and accessible texts on the topic in hand. You do not have to read everything, but the resources are available for you to improve your understanding and your role in inclusive and active learning.

 Complementary TESSA resources

This symbol refers to other TESSA resources that complement the on-going work.

 Create your own collections of strategies

During your work through the different chapters of the toolkit, you will be asked to collect ideas and strategies that will help you to vary your teaching. Collect them for yourself and share your collections with colleagues if you wish.

 Activity based on audio resources

1. Different types of schools

There are several models of education that allow all children, ‘without any distinction’, to learn.

Research shows that there are different types of schools that offer different approaches towards providing quality education for all.

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What answers did you give? The following table will help you check your answers.

This diagram shows a possible illustration of the different types of educational systems.

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Figure 1: The different types of educational systems

Now compare your definition of ‘inclusive education’ given in Activity 2 to the definitions below. Highlight characteristics you believe to be important and complete your own definition.

(Handicap International, n.d.)

(UNESCO, n.d.)

Did you note the following characteristics in your definition of inclusive education?

Inclusive schools allow all pupils to learn together, regardless of their gender, race, faith, wealth, origin, disability or any other condition.

To do this, schools must be adapted to meet every child’s needs. This means having an in-depth knowledge of the pupils and adapting learning techniques and buildings accordingly. Moreover, it is important to change the mindset and attitudes of teachers, pupils and the entire educational community. The basic principle is that we are all capable of learning and at the highest levels given the right tools/opportunity/support – after all Albert Einstein, Isaac Newton and Thomas Edison were children with special educational needs! They all had Asperger’s Syndrome.

2. The inclusive teacher’s attitude and behaviour

What type of teacher do you wish to train? Are the teachers with whom you work considerate about their own attitude and behaviour? The questionnaire Auditing an Inclusive Teacher’s behaviour invites teachers to reflect their own behaviour in the classroom and on how it impacts on the way pupils learn.

You could ask teachers to fill in this questionnaire at the beginning of their training and again at the end of the training period, so that they can reflect on the values they bring and what can help them to modify these values and their behaviours if necessary.

Before asking the teachers in training to fill in this questionnaire, fill it out yourself so that you can guide them.

2.1 An inclusive teacher respects the individuality of each child

An inclusive teacher helps children to develop self-confidence and self-esteem and to feel included in the learning community. It starts with the language used by everybody in the classroom, teachers and pupils, and by the way the language is used. The teacher must ask himself:

• Does the language used by all in the class to speak to and about the child show she/he is valued?
• Do my language and my attitude demonstrate that I respect this person, her/his identity and rights?
• Do I value the child when I interact with her/him?
• Do I know the appropriate terms to use when I name children who have a disability and to talk of their disability? 

The language used is often loaded with emotions, particularly for children who have a disability. Let’s reflect on Marie’s case.

Does Mr Dumee’s suggestion figure among your ideas?

 You must have noticed that Mr Dumee did not moralise, but instead helped the children to develop empathy towards their classmate. The idea was to make them feel what Marie felt, which helped them to appreciate and understand that in spite of our differences we do have similar feelings in similar situations.

2.2 Using appropriate words when talking about disabled children and their disability

The use of respectful words is not only important in class and in school but also in the community at large. It promotes the development of self-confidence and self-esteem, and allows the child to feel included in class and in the community. This also denotes the respect of human rights. Positive language helps the child to gain the right status by promoting a positive atmosphere, which is necessary for the acquisition of knowledge. For this to happen, both teachers and peers should banish negative-sounding words, including those that equate a disability to an illness. They must avoid nicknames and call all children by their own names. They need to avoid all words that may hurt, and adopt only positive or neutral words.

The inclusive teacher strives to find the language that conveys respect to everyone and includes every child in the class. The aim is to provide an environment free from discrimination, frustration and anxiety.

The language used to talk about disabilities is ever changing. It is the teacher’s responsibility to be attentive to change and to adapt accordingly.

2.3 An inclusive teacher is aware of the different needs of pupils

Teachers should observe their pupils to get to know their strengths, weaknesses, learning styles and personalities. This will enable them to notice less apparent deficiencies and take appropriate actions. You will learn about many of these actions in the next chapters of this toolkit. Knowing your pupils well will enable you to treat everyone fairly in the class.

2.4 An inclusive teacher helps pupils to gain self-confidence and self-esteem

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A major barrier in the learning and participation of children in classroom activities is the lack of self-esteem and self-confidence. You have probably noticed that this is the case for Flores.

In supporting learners, the inclusive teacher has a crucial role to play in encouraging all children’s social and emotional learning. Atmosphere and dynamics in the classroom and school can be managed in order to encourage self-confidence and participation.

Children need to understand and talk about their differences and similarities and must consider them as a natural part of society. As a teacher you have an important role to play in helping children to realise that their opinions, perceptions and emotions can be different but that they all are important parts of society. Diversity in society is enriching. As a teacher you must model this by adopting a fair attitude towards all children and organise activities that allow them to work together, interact and build their learning together. You need to encourage inclusive social behaviours such as mutual appreciation and respect, listening, tolerance and empathy.

2.5 An inclusive teacher helps pupils to feel included in the learning community

Children will not acquire knowledge unless they feel safe in the classroom and therefore free to express their opinions without the fear of being laughed at by their classmates, or being punished by the teacher. To create a safe environment, teachers need to examine their own values, attitudes, behaviours and actions. In addition, they also need to be aware of the family and social environment of the child, and enable all learners to feel valued.

2.6 An inclusive teacher acknowledges the contribution of each child

Developing (or restoring) self-confidence and self-esteem in children also entails recognising their contributions, however small they may be. How can the teacher do this? Have a look at the exercise Mr Attikou gave his class.

This way to carry out the exercise allowed Mr Attikou to give a good grade to all pupils in class even to those who were weaker in spelling, while putting them all to work, in a relaxed atmosphere. It is important that all children are winners occasionally. This helps them to build their confidence in their ability and motivates them to strive to do better. A while later, Mr Attikou gave the same test to the whole class and the weaker pupils did better.

2.7 An inclusive teacher contributes to the emotional well-being of all children

Contributing to the child’s emotional well-being goes well beyond the school environment.

You will have noticed that the teacher stopped the children’s teasing by sending them on break and that she kept Mimi behind to talk to her quietly. She interviewed her kindly to find something that she knows and likes to do and which would enable her to succeed in front of her peers. She provided support by giving Mimi time to rehearse her song. She also provided support by protecting Mimi when the rest of the class became restless when they heard Mimi was going to perform. What were the end results? Mimi found something she could do well, allowing her to win the respect of her classmates. The rest of the class discovered that Mimi could take on a challenge, succeed and shine in certain activities

2.8 Reflection on the inclusive teacher

According to Thacker (Opp-Beckman, & Klinghammer, 2006, p. 71) there are twelve attitudes a good teacher shows that help promote an environment conducive to learning.

3. A classroom for all in a school for all

The organisation of the physical space and the atmosphere in the classroom/school play a crucial role in facilitating learning. To create a classroom/school safe from physical or emotional danger you, as a teacher, need to ask yourself the following questions:

• Do my school and class enable children to move without danger?
• What are the actions I can take to enable all children to enjoy an accessible and risk-free environment?

3.1 The physical space in the classroom and school

This case study provides many examples of actions that could be taken to allow access to the premises and equipment to all children. Mrs Dalok, the headteacher, often mentioned how the new improvements for the children with disabilities will benefit not only them, but all pupils.

3.2 Answering the specific needs of the pupils

3.3 Managing classroom interactions to create a positive, respectful and accepting environment.

Teachers’ behaviours and their classroom management contribute to creating a calm environment that promotes learning. With their behaviours, teachers can model behaviours and attitudes that promote inclusion, and encourage pupils to adopt such behaviours.

All pupils need their teachers to show that they really care for them. When the teacher makes a conscious effort to know each pupil, it encourages him or her to do better, to integrate better and to participate more in class.

To establish a peaceful, safe and comfortable environment, teachers have to be proactive. For example, if teachers notice displays of aggressive behaviours by pupils, they may address these by using games and activities that develop empathy and encourage good social behaviours. The class will then be able formalise a shared and agreed set of internal rules.

3.4 Encouraging collaboration

Encouraging collaboration by giving each pupil a significant role matching his/her strengths and weaknesses

One way to integrate all pupils in the teaching/learning process is to encourage collaboration within clearly defined criteria set by the teacher. Working in a small group, pupils develop their social skills, learn from each other, share knowledge and encourage each other. Giving a significant role to each group member allows members of the group to mutualise their skills and diversities and respect each other’s differences.

Case study 5: Mr Sy organises group work

Mr Sy teaches at a school in Saint-Louis in Senegal. One of his favourite TESSA resources is the key resources Using group work in your classroom, which is on the TESSA website. He often reads it again when he wants to organise group work. To help his pupils, he prepared a poster.

Mr Sy: Children, we are going to work in groups of six.

The children: (all shouting and getting in groups of six) Yes, yes, yes sir.

Jean: I am the leader of the group.

Mr Sy: You were the leader yesterday. What about being the rapporteur today. Who will be the leader?

Ibrahima: Me, sir, me!

Mr Sy:No, we will ask Alice.

Jean: Oh! No! Not a girl!

Alice: Yes, sir!

Mr Sy: That’s good! Ibrahima, do you want to be the reader?

Ibrahima: Yes, sir!

Daouda: Can I be the time keeper?

Mr Sy: Very good, thank you Daouda. Djibril, what about you? What are you going to do?

Djibril: I do not want to be the summariser; I am no good at summary.

Mr Sy: I will help you. Okay, Djibril?

Djibril: Okay.

Abdoulaye: I’m going to be the artist.

Mr Sy: Okay. Are the other groups ready? Everyone has a role?

The children: Yes, sir.

Mr Sy: Good! Readers, come and collect the work to be done. I will go from group to group to help.

3.5 Focusing motivation to include all pupils in learning

If Kondi goes to another school and his new teacher is not an inclusive teacher, this will not serve any purpose. Indeed, if the teacher does not know how to respond to learner diversity by creating a positive classroom atmosphere and adopting a pupil-centred approach that facilitate learning and the integration of all learners, then Kondi will feel demotivated, and may increase the number of pupils who drop out of school.

Amotivation is what leads to the lack of motivation (Deci and Ryan, 2000). At this point, Kondi will not find any reason to stay in school or to persist in learning activities.

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You must also be aware of the injustice that you could display against pupils when you do not have an inclusive attitude in your class. Your positive attitude towards all learners including those with disabilities and those with special educational needs should be obvious, as should your efforts to include all learners in the teaching–learning process. This can only be done if you take steps to create a positive climate in the classroom.

A positive climate is important for all pupils’ learning. This is aided not only by the mutual respect among pupils and between the pupils and you (the teacher), but also by the fact that you as a teacher have high expectations from all learners (in terms of behaviour, results, participation, etc.). You encourage them (TE4I, 2012) to meet your expectations by your warm and engaging attitude and you strive to make the class enjoyable both by its physical appearance and by the amicable atmosphere that stimulates learning.

4. Using language accessible to all

Inclusive education means that the education provided is accessible to all. This is not limited to access to a physical space as is generally believed. It is often the case that another barrier to learning for some children is the language used. Not understanding what is being said is a cause of exclusion in the learning process. In this chapter we will examine different ways to ensure that the language used in class is understandable by all and accessible to all.

4.1 Accessible language: lexicon, syntax, diction, and elocution

A vocabulary and/or syntax that are inappropriate for the child’s age and experience can only create a barrier between the child and learning and between the child and the teacher. Teachers must choose their vocabulary and syntax they use carefully so that pupils understand them. Furthermore, teachers must have a clear elocution and diction and use their voice so as to maintain pupils’ attention. They must also ensure that children who need to lip-read will be able to do so easily.

4.2 Ensuring understanding in general

However carefully they choose their language, sometimes, teachers (and adults in general) use words that are not part of children’s vocabulary, which makes it difficult for pupils to understand instructions.

Thus, while preparing class lessons, it is important to think carefully about how to formulate and give class instructions.

Case study 6: Ms Touré’s instructions

In Segou (Mali), Ms Touré realised that several children in her second-year class always seem to start the work well after the rest of the class even though she gives them the instructions again and individually. She believes that this limits the length of time available to perform the required tasks and that this affects their results.

She asks a colleague to come and observe and to pay particularly attention to the way she gives instructions. After the observation, during the feedback, they agree that the instructions were given in a confusing and hasty way. Therefore, they decide to adopt a new course of action: when she prepares her lessons, Ms Touré will use the prompt card they devise together on how to give instructions. She will also use this card as a reminder in the classroom.

Ms Touré believes that although it will be time consuming, writing the instructions when she does her lesson preparation will allow her to be more precise and clearer in the classroom. She thinks that asking children to repeat the instructions is a useful technique: they will use their own words to explain things and thus will facilitate the understanding of instructions for all pupils. This will allow her, Ms Touré, to check for their understanding.

4.3 Actions speak louder than words

Mme Touré’s method is one way to ensure children’s understanding. There are many others.

4.4 Use of technical vocabulary

When you address children, it is important to use words and structures that are easily accessible to them, regardless of their ability level. However, in all disciplines, you will need to use technical words: a fault line in geography, osmosis in science, a bisecting line in mathematics to name a few. All these technical terms will be new words for pupils, words that they will need to understand, learn and memorise.

In addition to using a dictionary, what is on your list?

• Posters on the walls of the classroom with the new words to be learned and practised, and illustrations explaining them
• Signs placed on walls with new words and definitions
• Activities for learners to practise using these new words, such as games and puzzles.

4.5 Use of one’s mother tongue

The appropriate use of the mother tongue can help teachers to evaluate the knowledge and understanding children bring with them and help them to learn further, as illustrated in the following case study.

5. Planning and preparing lessons to include all pupils

Lesson planning is a crucial activity to prepare for the inclusion of all children in the teaching–learning process. It is during the lesson planning that teachers lay the foundation for allowing everyone to have access to the necessary skills, knowledge and know-how. It will also facilitate opportunities for participative learning and classroom life. Everyone will have the chance to progress and succeed. It’s during that time that teachers will reflect on the means required to provide support to everyone.

5.1 Differentiated goals

After reading the section Planning lessons of the TESSA key resource ‘Planning and preparing your lessons’, you have noticed the importance of objectives that:

• reflect what the teacher intends the pupils to learn, at this and different levels
• encompass different elements (understanding, knowledge, competency, skills)
• can be measured through the learning outcomes.

The relationship between objectives and outcomes is illustrated in this table:

It is important to add another two characteristics of learning objectives.

• a.The objectives have to be achievable by all the pupils at different levels. In fact, if the objectives are not achieved, the pupils will be failing, and therefore feel frustrated because they cannot meet the expectations. This may demotivate them and they turn them off school.

• b.The learning objectives (and the learning outcomes) must be differentiated in such a way so as to take into consideration and value all pupils’ talents and needs. One way of differentiating the objectives is by defining what:

  • all pupils will understand/know/be able to do
  • most pupils will understand/know/be able to do
  • a few pupils will understand/know/be able to do.

  For example

  • All the pupils will have made a pot.
  • Most of the pupils will do a pot with straight and waterproof sides.
  • Some pupils could do a pot with straight and waterproof sides, with decorations and a handle.

5.2 Learning through small steps

You may have noticed while reading the section ‘Lesson planning’ of the TESSA key resource ‘Planning and preparing your lessons’, that It is important to break down subjects and topics to be dealt with in lessons into sections that can fit into a lesson time.

It often occurs that the portion of the subject or theme selected for one lesson is complex, because it is composed of several elements, or because it asks for new competencies or knowledge, but also because children acquire new competencies or knowledge in differently sized bites. Therefore, it is necessary to break down their teaching–learning into small steps that are well articulated and logically organised. This will allow all pupils to attain the objectives of the lesson.

You should also consider one or more activities that will enable you to evaluate whether the pupils have learned, what and how much they have learned. For more information, please consult the chapter ‘Assessment and feedback’ in this toolkit .

5.3 A directory of activities

After deciding upon the lesson’s objectives and all the elements to include, it is time to consider the activities that will best allow pupils to take part in the learning process and achieve these objectives. The activities concerned are activities pupils will do in the lessons and that will engage their mind actively. (See About TESSA in the Teaching Practice Supervisor’s Toolkit.

It is important to remember that we all have different and preferred ways of learning:

• Some of us, the ‘visual learners’, learn by visualising the information. Sight is their sense of predilection. For them, a picture or a diagram speaks louder than words. They love to explain while drawing or designing models.
• Some of us, the auditory learners, learn by listening. Hearing is their predominant sense. They love words, music and oral communication. They may take very few notes and often choose to remember things by putting them in rhymes or music.
• And finally, some of us, the kinaesthetic learners, learn by moving, touching or doing. They prefer to experiment rather than just follow instructions.

Howard Gardner, a developmental psychologist, defines nine types of intelligence that give different access to learning. This theory, although now controversial, allows us to take into consideration the differences and the needs of individuals when we prepare lessons.

a. Activities for all senses and all types of intelligence and to support the development of a range of skills

In your class, you have children with different learning styles. You may also have children with disabilities and you will need to select activities that will allow them to learn. Pupils with visual impairments are likely to respond well to auditory activities. Those that are hyperactive will have done well in activities for kinaesthetic learners that will enable them to move, and finally the techniques adapted for visual learning will be useful for deaf or partially hearing pupils. Thus, when preparing lessons, it is crucial to plan a range of learning activities that will cover the needs of different learners by catering for the range of learning styles.

By selecting a varied range of learning activities, not only will you take into consideration your pupils’ different learning styles, but you will also ensure that pupils develop a wide range of competencies.

8b: The day Gilou got 10 out of 10 in arithmetic. His mother tells the story:

‘That day, Gilou came back from his school in Tsévié, Togo. He was proudly holding his slate. On it were red markings: very good 10 out of 10.

He proudly told me: “Mom I did my sums right! Look! I’ve got 10 out of 10.” I took his slate and looked: it had three circles, the first one with six pebbles of which three were crossed off, the second and the third ones contained three pebbles each. In between the first and the second circle there was the minus sign and the equal sign was between the second and the third circle.’

What had the teacher done for Gilou? Knowing that Gilou found it difficult to set out and resolve sums, he had used a diagram to set the sum while the rest of the class calculated it more traditionally. By using differentiation by task, the teacher enabled Gilou to give a correct answer, thus allowing Gilou to obtain a perfect score like the others. During a later session the teacher helped Gilou to put the number in the boxes:

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b. Recreational activities

Learning is a very serious task, but as you may have noticed in several chapters of this toolkit, promoting a good atmosphere is conducive to learning (whereas fear hinders learning). Therefore, carefully planned games have their place among the repertoire of learning activities. They often help pupils to learn without effort and help teachers to observe pupils, their understanding of concepts, and their strengths and weaknesses.

c.  Varied and open ways to present the results and outcomes of an activity

Teachers often ask children to present the results or outcomes of activities performed in class or as homework as a piece of writing. However, to stimulate pupils’ interest and develop different skills, alternatives should be considered. It is also recommended to sometimes give pupils, the opportunity to choose how they will present their work.

TESSA resources contain many examples of activities that lead to diverse results/products: a drawing, a poster, a sketch, a dance, a play, a debate, a presentation, or, as in the case studies that you have just read, real outcomes useful for the school and the community.

5.4 Resources for all

The teacher must prepare their lessons that stimulate all the pupils’ interests. One aspect of the preparation is to identify resources that will assist or encourage the pupils to learn.

a. Where to get resources

It is not always easy to find the resources you need. You will often have to be a resourceful, creative and inventive teacher.

TESSA resources offer many examples of teacher ingenuity in terms of finding resources: a list of objects is drawn for the making of musical instruments in Resource 2, Section 4, Module 3 of Social Sciences and the Arts (Primary) or, in the same module, old tools traditionally used in agriculture brought ​​by a member of the community (Case study 2 of Section 2). The teacher cannot do without this invaluable support. It may even be the case that some community members are happy to share resources for the classroom and for the school.

b. Choosing or developing learning resources

When selecting and preparing learning resources, whether they are especially tailored or collected from the classroom, school or community, teachers should analyse them from different perspectives.

Selected or made-up resources must meet everyone’s needs. If in a class, there are one or more children with disabilities, do these resources enable all of the children to learn? Are they multi-sensory so that everyone may benefit from them? If these children are blind, will they be able to touch, smell and listen? If they are deaf, will they be able to visualise the information, smell or feel? The stories in Case study 8 illustrate how teachers think carefully about resources that will be used to enable all children to be able to carry out the learning activity.

The selected resources convey a positive image of people belonging to minority groups

Activity 26: Selecting resources that convey a positive image of people in vulnerable minority groups

This activity helps to identify or create resources that enable a) pupils with disabilities to identify with the selected materials and b) pupils without disabilities to appreciate that everyone can contribute to one’s learning.

Source: ILEA Equal Opportunity Clipart folder

• Look at the illustrations of school subjects in the pictures above: how do they promote inclusion among pupils?
• Now download the following three TESSA resources from the TESSA website. Read them carefully and reflect on them. How could they be adapted in order to give a positive image of people with disabilities?
  • Mr Simon Ramphele organises a session to read newspaper articles on famous people: Case study 2 of Section 4 of Module 2 of Literacy (Primary)
  • Resource 3 of Section 4 of Module 2 of Literacy (Primary) on using praise poems
  • Resource 4 of Section 4 of Module 2 of Literacy (Primary) on preparing to write a biography.

As you read and discuss ideas with colleagues, add to your own collection of ideas.

While allowing children with disabilities to have a positive image of themselves, the chosen resources convey the message to all children that everyone can access the same opportunities: boys learn home economics, girls do science experiments, children in wheelchairs play basketball, etc. To further enhance the image of minority groups, Mr Ramphelecould include a few articles about Paralympic athletes or fashion models wearing a prosthetic leg. In the discussion and preparation for writing the biography, why not choose a character representing a vulnerable group of the population?

c. A resource centre for the school or for several schools?

The same resources will be useful to many teachers in the same school. It would therefore be appropriate to catalogue these resources and share them within the school.

Case study 9: A group of student teachers create a resource centre

Resource Centre at the NTI Regional Centre, Kaduna, Nigeria. Mike Bird (2004)

During her teaching practice, Aisha had to teach a sequence of lessons on weather forecasting. She remembered the work she had done using TESSA resources in her NTI* Distance Education modules. She researched Section 3 of Module 1 on Social Studies and the Arts (Primary), and decided to build a weather station for her class using the instructions from the Resource 3: ‘Measuring the wind direction and speed’. Her sequence of lessons was a great success for both the pupils and teachers of the school.

Back at the NTI Regional Centre in Kaduna, during a feedback session on the teaching practice, Aisha shared her success and experience. Inspired by her success, the other student teachers expressed the wish that she shares her resources with all of them, and also with teachers in the training schools.

The student teachers received permission from the Head of the Regional Centre for the creation of a mini resource centre located in a small room. They put in all their resources and shared them with the teachers of the local school.

* NTI: National Teachers' Institute, Kaduna, Nigeria

Following this example, one or two teachers could be responsible for collecting and managing learning resources in a school. This would allow teachers to share and integrate all their good ideas for the benefit of all children.

5.5 Differentiation

Differentiation is a process that involves the adaptation of teaching-learning strategies to the needs of all learners: ‘The purpose of education for all children is the same; the goals are the same. But the help that individual children need in progressing towards them will be different’ (Warnock Report, in Dickinson and Wright, 1993, p. 2). Differentiation is therefore a process whereby teachers recognise the individual pupils’ needs in their classroom, and plan accordingly to meet those needs, to give each pupil access to learning according to his/her own capability and to account for differences in comprehension, abilities, current knowledge and what he/she can achieve.

This process does not happen automatically: it has to be well planned. Differentiation means that the teacher(s) will do something intentionally. This is related to lesson planning to meet the individual needs of each learner. It is based on understanding individual differences, as well as the value placed on the learning of each pupil.

You should be aware that children acquire new knowledge, skills and understanding in different ways and at a different pace. The class lesson should be presented in such a way that the learner has access to the new teaching aids in order to progress.

According to Dickinson and Wright (1993, p. 3), the teacher can differentiate in a number of ways. The diagram below considers the aspects of a lesson:

Generally, the content is set to meet National Curricula and cannot be modified. Differentiation by content is therefore not usually possible.

The outcomes are those produced by pupils, and thus are variable. Outcomes are not an aspect that can be differentiated by teachers when they plan and prepare the lessons. Differentiation by outcomes is not something teachers can control and plan for.

To reduce the gap between the pupils’ current understanding, skills and knowledge and those they are capable of achieving, teachers will have to consider which resources and activities to select. Two dimensions, the support to student and the role of feedback after evaluation and assessment, are not covered in this chapter. They are addressed in subsequent chapters: ‘An appropriate support for all’ and ‘Assessment and feedback for learning’

5.6 A lesson planning form

During a training workshop in Kaduna, Nigeria, teachers and teaching practice supervisors worked on the key resource TESSA ‘Planning and preparing your lessons’. Together, they developed guidelines for lesson planning.

Lesson planning form

Objectives: By the end of this lesson, the pupils should be able to:

Instructional materials

Previous knowledge

Introduction

Should use other strategies besides questions, e.g. stories, demonstration, songs, picture(s). A lively beginning that is captivating.

Development/presentation

Evaluation (including some self-evaluation strategies for the pupils?)

Feedback

Summary

Conclusion

6. Assessment and feedback for learning

• Summative assessment looks at the past and assesses what has already been learned. It generally entails tests and written grades that indicate the pupil’s level of success in a particular subject or task. It does not play a significant role in the learning process.
• Formative assessment or assessment for learning is used as part of the learning process (for example: when teachers ask questions to check whether pupils understand). ‘Assessment refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged’ (Black and Wiliam,1998, p. 2). According to Nouguier-Barriol (1999) this implies that we address the learning gap and it is related to a pedagogy of success.

6.1 Formative assessment

Formative assessment is based on the premise that pupils make the biggest progress when:

• they understand what they have to learn
• they know exactly where they are in the learning process
• they see how they can bridge the gap between their current achievements and what they have to achieve next.

As a teacher, you will help your pupils to achieve the best results if you use the three points mentioned above that highlight the fact that the evaluation process/assessments is the responsibility of both pupils and teachers as well. How does it work?

a.  Formative assessment: when and for what purpose?

Throughout the TESSA resources, the examples of assessments illustrate the many different types and uses of assessment for learning and the strategies used.

A well-conducted formative assessment helps teachers to monitor pupils’ progress and target the next step in the learning process more precisely. If teachers take note of some pupils’ quick progression or the difficulties encountered by others, they will be able to set appropriate support structures for all pupils, whatever their potential and level of attainment.

b.Sharing assessment makes it a more effective tool

When shared with pupils, assessment can help to improve their performance.

• In order to assess the pupils’ work, teachers decide on assessment criteria against which to judge the work. If teachers share these assessment criteria, pupils will understand exactly what is expected and how the work should be done in order to succeed. Sharing, or even developing, the assessment criteria with pupils is important to help them achieve the desired objectives.
• Sharing the assessment criteria with the pupils helps them to evaluate their progress, their own and their peers’ work or an event in which they participated. This allows them to start thinking of ways in which they could improve their work.

Being involved in assessment enables pupils to understand why they are learning and to define the objectives they should achieve to progress. It also improves the pupils’ self-confidence and enthusiasm for learning.

c.  Teachers also benefit from formative assessments

If formative assessment is beneficial for the pupils, it is also beneficial for teachers: if teachers think about the pupils’ reactions, learning outcomes, the way the lesson developed and the quality of the activities, then teachers can improve their own performance. This enables teacher self-evaluation.

Formative assessment is at the heart of the learning process. Do not consider it a final activity: the assessment process must take place throughout the lesson, the sequence of lessons or the project and is prepared at the planning stage.

The key word for formative assessment (or assessment for learning) is ‘constructive’.

6.2 Positive feedback

Nothing contributes more to success than success itself. This is what the following case study illustrates. Pupils that are recognised for their hard work will work even harder and strive to receive more recognition from the teacher. The feedback given by the teacher is very important to motivate pupils to do their very best.

In this case, the teacher gave Gilou a score. And since Gilou got the maximum score, the teacher did not have to tell him what to do to improve his work. But let’s see how Jessica Osei, a teacher in Ghana, used the evaluation of the pupils’ work and her own reflection on this evaluation, not only to help her pupils progress but also to decide on strategies that would help to promote success.

Giving and receiving constructive feedback is a very important part of the assessment process. It is important for teachers to give pupils either written or oral feedback, explaining clearly what is good about their work, what is not so good, and how it could be improved. This provides the opportunity to give individual pupils personalised targets to enable them to progress and improve at their own pace according to his/her abilities and needs. This is what Dickinson and Wright name ‘differentiation by response’.

Concerning written comments on assessments, when teachers work with a large teacher–pupil ratio, creating a roster could be a solution. If a pupil has done something that surprises you because it is really good or not as good as usual, take time to analyse what may have happened so that he/she continues to produce quality work or try to improve.

Think of using the feedback given in previous sessions to do your lesson plan, the activities and the following assessments. Remember that making the learner participate in their evaluation will help in the learning process.

The figure below shows the integration of assessments in the learning process.

Maximise

Figure 3: integration of assessment into the learning process

7. An appropriate support for all

Becoming an inclusive school is not easy and it is crucial to consider the types of support that both pupils and teachers need. Teachers can use various support strategies to promote learning and the inclusion of all. It is important to remember that teachers working towards an inclusive school will need support; it is a process that frequently challenges their (often long-held) own values, attitudes and their practice.

7.1 Support for pupils.

There are many ways to provide support for pupils to access learning.

a. Types of support integrated in the teaching:

When teachers are preparing lessons, it is important that they decide in advance on the type of support the pupils will need in order to do the expected task. They might, for instance, consider the choice and/or the adaptation of activities and resources, or the questioning technique. Once teachers have established the necessary support for pupils, they then have to plan carefully.

b. Providing support by using group work in the classroom

c.  Pupils supporting pupils

Before considering the part played by children, let’s comment once again on the initiative taken by Idrissa’s teacher who, in this particular case, made it possible for the pupil to have access to the exam papers by contacting the examination board. All the children, Efe, Mouhamed Lamine, the girl sitting next to Alassane, Idrissa’s, and Sani’s friends, all acted as an interpreter or intermediary between the teacher and the pupil who has special or specific needs. They too are great friends who help provide access to learning. This role is very important for the child with special or specific needs, but it is paramount to remember that support-children do have the right to education too and the teacher should check that the support they are giving to their classmates or close relatives does not interfere with their own learning and progress.

d.Support using innovative technology

New technologies can provide important support for pupils in the classroom.

Activity 34: Brainstorming new technologies

This activity will allow teachers to identify technologies available in class.

• Organise a brainstorm (See TESSA key resource ‘Using mind maps and brainstorming to explore ideas’ on the TESSA website) and make a list of the new technologies that are or could be available in class.

Source: http://anysnapshot.com

Activity 35: Inventive and creative use of new technologies

In this activity teachers will use their knowledge of the pupils with special and specific needs and their own imagination to determine to what extent new technologies can be used as a support.

For each new technology you have chosen:

• write a minimum of one and a maximum of three examples of how this particular technology would support a range of pupils
• if there are certain specific challenges (excluding the cost) that require special arrangements, note down these challenges and suggestions to overcome them.

If you are working with other colleagues from or out of your educational establishment, share your ideas on ways to provide support to all pupils. Are they all realistic?

It is impossible to have an exhaustive list of existing possibilities, all the more because of the rapid evolution in technologies. But let’s consider one or two examples.

Most of us possess a cellphone. While using text messages, a pupil who cannot speak can express his ideas rapidly or ask questions, and a deaf pupil can read instructions or any other short messages that a friend may send by SMS. If the cellphone has an SD card slot, it might be possible to use it to record instructions or texts for pupils with visual deficiencies, which the other classmates will have to read. However, it is likely that you will need to seek the school headteacher’s permission and a discussion will need to take place with the whole class, to agree a Pupil Code of conduct concerning the use of cellphones in class.

Presumably less frequent among pupils, a laptop that can be shared in class is a precious tool. Word-processing software packages allow them to write, save, recall, correct and improve documents (with or without the teacher feedback): this makes it possible for all children to improve what they create. A laptop can help to present documents neatly and allow pupils with motor difficulties or who find it difficult to hand-write to be proud of their work. Some software packages allow users to write with images or to transform written text to an audio output. With some imagination and creativity, a teacher can use a laptop for a vast array of support at different levels.

There are other technologies – such as school radio – that offer a lot of sources that enable activities to be varied and differentiated and to motivate pupils.

One should be careful though! New technologies are not the universal panacea: remember that like any other resource, they should be used with good judgment.

 Consult on the TESSA website

TESSA key resource: ‘Using new technologies’

7.2 Forms of support for teachers

Adopting a different way of teaching is not an easy task. It is important that teachers identify support structure to assist them so that they really feel at ease to move towards a more inclusive way of teaching.

8. Managing and including the opinion of the community

It may be that in some African countries both parents and the community fear contact with schools. However, frequent and planned contact between the school, the parents and the community will be beneficial for the well-being and education of all children.

8.1 Creating bonds between the school and home

Parents, particularly those of children with disabilities, are often afraid to come to their child’s school. However, if communications between parents and teachers were easier, teachers would learn to know the children and their needs better and quicker, which would allow children to progress more rapidly.

In Case study 12: Mrs Dalok’s School Board Meeting in the chapter ‘An appropriate support for all’, when talking about a pupil with a visual impairment Mrs Dalok, the headteacher says: ‘We will meet his parents to have more information on his condition and to ask whether he might need notebooks with thicker lines for writing.’ Meeting the parents will enable us to know the real extent of the disability and to be able to, if needs be, together with the parents, work towards a more rapid and precise diagnosis. This will help to put in place appropriate support structures for the pupil. If parents and teachers unite their efforts to support the progress of the child and value him, the child’s self-esteem and self-confidence will be enhanced. Parents and teachers collaborate to strengthen specific aspects of the child’s learning.

Developing strategies to create bonds between school and home is therefore an important aspect of the work of the school to support all children.

To attract parents to the school and to tell them about their children’s progress, you have probably already thought of events like meetings and parents’ evenings, open days, environment study activities or school projects involving the community. Have you thought that some parents might be invited to share their expertise and talents with the class? Some others will be interested in coming to learn new things with their children or even on their own or to use some equipment that the school has; for example, a sewing machine, a computer, etc.

8.2 Organising awareness campaigns

To convince parents that the school is for all children and that all children can learn together in the same environment, this may require creativity from teachers.

8.3 Networking with parents, the community and other schools

Networking is a way to make the most out of all available knowledge and expertise to raise the community’s awareness on different topics, encourage all parents to send their children to school, make them stay in school and reach their full potential. Networking avoids efforts being duplicated and has a more powerful and effective result.

In the chapter ‘An appropriate support for all’ you will find more ideas on how the community can provide support in the classroom.

It is important that teachers help the pupils and the community to understand that good interactions contribute to the children’s success in school. To connect the school and the community and to open the school to community life, teachers can plan and organise field trips. To prepare these field trips, teachers will work with pupils on developing questionnaires, surveys and the best ways for using them.

These field trips will not only be used for pedagogical purposes in class, but will also serve as a foundation for school correspondence among classes within the school, between classes in different schools and between schools in the region and beyond. What is collected during these outings can be used for writing a school paper/magazine. Both activities bring family and social life into the classroom and give pupils the desire and authentic reasons to write and speak about and share their written and spoken work with the community, not only through the school’s newspaper but also during the open days at school or in the community.

The outings and the activities that ensue enable pupils to understand their world and members of their community. They provide an opportunity for community members to be involved and aware of the various topics related to school life, such as disabilities, and to be invited to the school. This allows each pupil to realise that the community is just as much part of the school, as the school is part of the community. Thus, the members of community may be requested at any time to intervene in class as resources to share knowledge, support, equipment, etc. and to solve difficulties.

Pupils with special educational needs (PSEN) have an even greater need for the community. The IEP is a favorable means to involve the latter. This tool is designed by teachers to help take better account of, to monitor and assess the PSEN’s progress, in collaboration with their families. It allows teachers to measure each learner’s potential and difficulties (impairments, disabilities and barriers). It also helps to set a goal and achieve it through an action plan. This action plan is the responsibility of each: the teacher, the pupils, the parents or any other member of the community whose action can help pupils reach their full potential. It also sets a timeline to assess whether the goals have been achieved or not and whether to establish another action plan.

9. Auditing an inclusive teacher’s behaviour

Using the questions below, think about your own behaviour as a teacher. Answer the questions honestly. Are there examples in the activities that your pupils do in class that clearly support your ideas?

Bibliography

• Black, P. and William, D. (1998) ‘Inside the black box: raising standards through classroom assessment’, Phi Delta Kappan, vol. 92, no. 1, pp. 81–90.
• Deane, M. (1992) ‘Teaching modern languages to pupils with special educational needs? With pleasure!’, The Language Learning Journal, vol. 6, no. 1, pp. 43–7.
• Dickenson, C., Wright, J. (1993) Differentiation: a practical handbook of classroom strategies National Council for Educational Technology
• Handicap International (n.d.)Inclusive Education [online]. Available at http://www.handicap-international.us/ inclusive_education(Accessed 23 March 2016).
• Opp-Beckman, L. and Klinghammer, S. J. (2006) Shaping the Way We Teach English: Successful Practices Around the World, Office of English Language Programs, Washington, DC [online]. Available at http://i.knaryan.ru/ u/ ef/ 75d9907c4311e28abc73d76e6b2996/ -/ shaping%20the%20way%20we%20teach%20english.pdf (Accessed 23 March 2016).
• Ryan, R. M. and Deci, E. L. (2000) ‘Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being’, American Psychologist, vol. 55, no. 1, pp. 68–78 [online]. Available at http://selfdeterminationtheory.org/ SDT/ documents/ 2000_RyanDeci_SDT.pdf (Accessed 23 March 2016).

• UNESCO (n.d.) Overcoming Exclusion [online]. Available at http://www.unesco.org/ new/ fr/ education/ themes/ strengthening-education-systems/ inclusive-education/ (Accessed 23 March 2016).

• UNESCO (n.d.) Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments [online]. Available at http://www.unescobkk.org/ education/ inclusive-education/ resources/ ilfe-toolkit/ (Accessed 23 March 2016).
• UNESCO (2001) Understanding and Responding to Children’s Needs in Inclusive Classrooms [online]. Available at http://unesdoc.unesco.org/ images/ 0012/ 001243/ 124394e.pdf (Accessed 23 March 2016).


• UNICEF (1990)The United Nations Convention on the Rights of Children [online]. Available at http://www.unicef.org.uk/ Documents/ Publication-pdfs/ UNCRC_PRESS200910web.pdf (Accessed 23 March 2016).

• UNICEF (1989) International Convention on the Rights of Children: Signature, Ratification and Adherence [online]. Available at https://treaties.un.org/ doc/ publication/ mtdsg/ volume%20i/ chapter%20iv/ iv-11.fr.pdf (Accessed 23 March 2016).

• Watkins, A. (ed.) (2012) Teacher Education for Inclusion: Profile of Inclusive Teachers, European Agency for Development in Special Needs Education [online]. Available at https://www.european-agency.org/ sites/ default/ files/ Profile-of-Inclusive-Teachers.pdf (Accessed 23 March 2016).

Additional Readings

 1. This page from the American site Teach provides more information on learning styles: http://teach.com/ what/ teachers-teach/ learning-styles

 2. For further information on the multiple intelligences theory, Howard Gardner and the discussion of Gardner’s theory can be found here: http://infed.org/ mobi/ howard-gardner-multiple-intelligences-and-education

 3. For further information on peer tutoring, consult the Education Endowment Foundation that reports on research on peer tutoring: https://educationendowmentfoundation.org.uk/ evidence/ teaching-learning-toolkit/ peer-tutoring/

The paper by Toni Riester-Wood, Peers Supporting an Inclusive School Climate, gives further information on peer support (beginning with the paragraph starting ‘Peer support is a strategy that involves placing students in pairs or in small groups …’): http://inclusiveschools.org/ peers-supporting-an-inclusive-school-climate/

 4. For more information on scaffolding learning, see the article Instructional Scaffolding on Wikipedia (online):

https://en.m.wikipedia.org/ wiki/ Instructional_scaffolding

Some of the links below are not mentioned in Inclusive Education Toolkit. However, they are useful if you wish for more information or support on some aspects of the work in the classroom and the inclusive school.

Case studies in the Toolkit

• Case study 1:     Mr Dumee helps Marie regain her self-confidence in a Mauritius school
• Case study 2:     When mistakes give the best grades in a school in Niger
• Case study 3:      Mrs Dalok’s school board meeting at a public primary school in Togo: 1: Adapting the physical space within the school and the classroom
• Case study 4:      Mrs Dalok’s school board meeting at a public primary school in Togo: 2: Welcoming pupils with specific needs
• Case study 5:     Mr Sy organises group work in a school in Senegal
• Case study 6:      Mrs Touré’s instructions in a primary school in Mali
• Case study 7:     Mr Auckbar uses the Creole language in his Form I class in a school in Port Louis in Mauritius
• Case study 8:      Teachers adapt activities to meet some of their pupils’ needs
• Case study 8a:   Mr Sadio adapts a science lesson for Hadiatou in a primary school in Guinea
• Case study 8b:   The day Gilou got 10 out of 10 in arithmetic, at a school in Togo
• Case study 8c:   Mr Sarré, a teacher in Senegal, talks about the spelling test he is preparing for Antoinette
• Case study 8d:   Talented children have special needs too, in a school in Mali
• Case study 9:      A group of student teachers create a resource centre at the NTI Regional Centre in Kaduna, Nigeria
• Case study 10:    The day Gilou got 10 out of 10 in arithmetic, in a school in Togo
• Case study 11:   Constructive feedback that will helpimprove the answers to a class test in a primary school in Ghana
• Case study 12:    The advice from Mrs Dalok’s school board at a public primary school in Togo: 3: Support during class lessons
• Case study 13:    The results of a group of teachers’ brainstorming session on the advantages of using group work in the classroom
• Case study 14:    Alassane, a profoundly deaf young man from Senegal, shares some of his experiences at school
• Case study 15:   Idrissa, a child with albinism, talks of the support received during his school years in Zambia
• Case study 16:    Lélé has a slight mental deficiency. He is in CE2 in a state primary school in Boukoki in Niger. Sani, his brother, talks about what he does in his free time
• Case study 17:   Ms Sajiv organises a show with her class in a school in Mauritius
• Case study 18:    The reflections of Mr Dogo, a teacher at a primary school in Mango, Togo

Activities in the Toolkit

• Activity 1:         Getting to know the TESSA resources and active learning
• Activity 2:         What do different schools do to allow all children to learn?
• Activity 3:         How to help Marie?
• Activity 4:         Avoiding words that hurt
• Activity 5:         A class where the teacher’s behaviour enables everyone to feel included
• Activity 6:         How to help pupils appreciate and respect their similarities and differences
• Activity 7:         How to develop community life
• Activity 8:         Nothing impossible
• Activity 9:        The role of social environment on the pupils
• Activity 10:       Twelve attitudes of the inclusive teacher
• Activity 11:       Promoting access for all children
• Activity 12:       Meeting the needs of pupils with specific needs
• Activity 13:       When the behaviours of pupils promote inclusion
• Activity 14:       Good inclusive classroom practices
• Activity 15:       Creating a positive atmosphere in your classroom
• Activity 16:       Twelve attitudes of the inclusive teacher
• Activity 17:       Walking encyclopedia
• Activity 18:      Strategies to help children understand explanations
• Activity 19:       Strategies to help children understand and memorise technical terms
• Activity 20:       Lesson planning form
• Activity 21:      One step at a time
• Activity 22:       Activities for all
• Activity 23:       Games to learn
• Activity 24:       Activities with varied results
• Activity 25:       Appropriate resources
• Activity 26:       Selecting resources that convey a positive image of people in vulnerable minority groups
• Activity 27:       What aspects of the preparation and teaching can we adjust to ensure differentiation?
• Activity 28:       A lesson planning form
• Activity 29:       Assessment, a learning tool
• Activity 30:       Assessments: when and why?
• Activity 31:       Pupil support strategies integrated to the teaching
• Activity 32:       Advantages of using group work
• Activity 33:       My very special friends, my allies
• Activity 34:       Brainstorming new technologies
• Activity 35:       Inventive and creative use of new technologies
• Activity 36:       Real allies teachers can rely on
• Activity 37:       Creating bonds between school and home
• Activity 38:       Other ideas for awareness campaigns
• Activity 39:       Improving relationships with the community

Attribution of illustrations

The Toolkit for Inclusive Education is a translation and adaptation of the Toolkit for Teacher Training in Inclusive Education in Togo designed and written by

• Michèle Deane, TESSA, United Kingdom
• Amivi-Cra Komlan, Training Directorate (Direction des Formations), University of Lomé, Togo.

Our thanks to 

• Gareth Dart, University of Worcester, UK; Professor Therese Tchombe, UNESCO Chair for Inclusive Education, University of Buea, Cameroon; Claire Woodward, The Open University, UK, for her support and feedback on the French version
• The Charles Telfair Institute, Moka, Mauritius, for their translation into English and their adaptation to the Mauritius context: Dr. Fiona Grant (Team Leader); Maryline Lamy, Mariam Ramankhan (Lecturers); Jason Callet, Ilia Evangelo, Lisa Lim Hon, Loïc Tadebois, Jessica Sive Yan Hing, Cynara Nyahoda, Nitisha Lollbeharree-Kureemun, Sonali Ramdass (Students) and, for her support, Odylle Charoux, (Director of Academic Affairs).

This Toolkit is an Open Educational Resource (OER). After reading and using this toolkit, your feedback and comments are welcome.

Contact us at:

For additional information on the pedagogical tools developed by TESSA (Teacher Education in Sub-Saharan Africa), please use the following links: http://www.tessafrica.net http://tessafrancais.pbworks.com © March 2016. This work is licensed under a Creative Commons Attribution-Share Alike 3.0 License. TESSA is a research and development programme engaged in teacher education and was established in 2005 by The Open University UK.

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