Routledge

Student Resources

Section 6

Additional questions and tasks for students are available here for further study.

Unit 6.1: Providing for Inclusion

Task

Go to the Teacher Training Resource Bank (TTRB) SEN Portal (www.sen.ttrb.ac.uk/). TTRB Special Educational Needs is a sub-portal of the TTRB for all involved in teacher training and aims to support the development of effective practice in relation to pupils and young people experiencing barriers to learning. The content included on this sub-portal is informed by the best available evidence and guidance. All materials are quality assured through a rigorous process of academic scrutiny and monitoring undertaken by a team of expert teacher educators from all over the United Kingdom.

Unit 6.2: Providing for Differentiation

Task

Carry out website searches for material on differentiation and inclusion.

  • What different views are represented?
  • Did you find any differences between approaches to differentiation and/or inclusion in the UK and in other countries, for example the United States and Australia?
  • What assumptions about learning, the learner and the curriculum are made by the different sites?

Unit 6.3: Responding to Cultural Divesity

Question 1

Why is cultural diversity one of the citizenship issues most avoided by teachers?

Question 2

How just is it for teachers to attempt to challenge the views of children?

Question 3

How would you tackle attitudinal change in school?

Question 4

Can you suggest ways of ensuring consistency of ethos and practice in a multicultural school?

Task

Read social scientist Maran Sarup's article, ‘Who am I?’ (from The Open University's Open Learn Learning Space: http://openlearn.open.ac.uk/).

Use the article to form the basis of some activities for a group of children and then write a reflective commentary on the outcomes.

Unit 6.4: Responding to Gender Differences

Question 1

Does planning in your school draw from a wide range of different text types, both print based and digital, and support activities that reflect children's current interests?

Question 2

Consider the roles ascribed to men and women, boys and girls in the texts and images you most frequently use. How can you help your children to think more critically about them?

Question 3

Are there particular issues related to access to learning that you need to address, such as access to computers or preparedness for writing? Are fathers and male carers involved in literacy support activities as well as female family members?

Question 4

Do you give equal kinds of attention to boys and girls in the class? Do you think any groups escape your notice? Monitor your interactions with children, making a note of whom you ask to answer questions or to help with a range of tasks.

Question 5

Can you think of any changes you may want to ask a colleague or someone working with you to monitor for you?

Unit 6.5: Responding to Linguistic Diversity

Question 1

Why is our first language or mother tongue important to us?

Question 2

Why is acknowledging children's first languages in the classroom helpful to their learning?

Question 3

What are the key aspects to consider when teaching bilingual children to become effective speakers, readers and writers in English in a linguistically diverse classroom?

Question 4

How can we engage parents, who themselves may be new to English, in supporting children's learning in English-speaking schools and classrooms?

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