The successful classroom supports diversity, different learning approaches – education specialist
Students thrive better in a classroom environment that embraces and supports diversity. So says Special Education Interventionist Sonam Hasan, who believes that an inclusive mindset, differentiated learning approaches, and a deep understanding of individual student needs are absolutely necessary for effective teaching.
“The first step in engaging all students is adopting an inclusive mindset,” Hasan, an experienced education specialist, asserts. “When we commit to this mindset and integrate a growth perspective, we set the stage for employing concrete strategies like differentiated learning.”
Differentiated learning involves customising instruction to meet the varied needs of students, she tells this newspaper during a recent dialogue. This approach is particularly vital for students with disabilities, where understanding each child’s individual level of ability and progress allows teachers to tailor their methods accordingly. Hasan explains, “It’s crucial for teachers to gauge the level of each child, especially those with disabilities, to devise appropriate strategies and interventions.”
The role of parents
Parents are integral to the success of an inclusive classroom. Hasan highlights, “Parents should play an active role by establishing open lines of communication with teachers. By sharing detailed background information about their children, parents help teachers avoid starting from scratch and enable them to implement more effective strategies.”
For instance, if a child is tired or has a disrupted routine, parents can inform teachers so that adjustments can be made, such as modifying the day’s workload or providing alternative tools for tasks. Hasan advises, “Teachers can benefit from parental input, which helps in tailoring educational approaches and understanding the specific needs of each student.”
Additionally, parents can assist by sending in resources like stickers or treats, which can be used to reinforce positive behaviour and learning. “This collaboration not only supports teachers but also enriches the classroom experience for students,” Hasan adds.
Recognizing school-related anxiety is crucial for timely intervention. Hasan outlines common signs of anxiety, including physical symptoms such as stomach aches and vomiting, behavioural changes like tantrums and a reluctance to go to school, and declines in academic performance. “It’s important for both parents and teachers to recognize these signs and address them promptly,” she advises. To manage anxiety, Hasan recommends a few
key strategies. “First and foremost, listen to and validate your child’s feelings. If they express discomfort or fear, take their concerns seriously and engage in open conversations,” she suggests. “Reach out to teachers to see if the behaviour aligns with what’s happening in the classroom and seek professional help if necessary. Counsellors and social workers can provide valuable support.”
Creating a supportive system at home and school can also help children acclimate better. “Develop a structured plan to help your child adjust, which may include gradual exposure to school activities and emotional support,” Hasan says.
Sensory integration
For students with sensory integration issues, Hasan recommends referring them to regional diagnostic centres for comprehensive assessment and appropriate programmes. “Teachers should refer students to these centres to receive a proper diagnosis and tailored intervention plans,” Hasan notes.
In the classroom, teachers can implement various strategies to address sensory needs. Hasan suggests, “Incorporate materials like noise-cancelling headphones and create calm-down corners. Movement breaks are also essential, as children often need time to move around to stay focused.”
Professional development is key for teachers to manage sensory integration effectively. “Training can equip teachers with strategies to accommodate sensory needs without causing distractions,” Hasan explains. Parents should work closely with teachers to ensure that both home and school environments are supportive of their child’s sensory requirements.
As the new school year approaches, Hasan offers practical advice for easing the transition for children. “Establish routines early, including regular sleep and eating schedules. Don’t wait until the last minute to prepare,” she advises. Encouraging independence, such as practising using utensils or managing personal belongings, can also be beneficial.
Open communication is essential for addressing any concerns or changes. “Regularly talk with your child about their school experience and upcoming changes. Reading books about school and discussing what to expect can help ease their anxiety,” Hasan suggests.
For additional support, the Ministry of Education provides resources through its special needs department and regional diagnostic centres. These resources can assist in assessing children’s needs and providing appropriate interventions. Hasan recommends reaching out to these centres as a starting point. “Assessment is crucial to understand where the child is starting from and what support they need,” she says.
Teachers are encouraged to pursue professional development courses to enhance their skills in inclusivity and classroom management. “There are many free online courses and specialised programmes available to help teachers improve their practice,” Hasan notes.
Parents and teachers can also benefit from additional support from organisations like the Ptolemy Reid Rehabilitation Centre, which offers further resources and guidance. By leveraging these resources and working collaboratively, educators and parents can create a nurturing and effective learning environment for all students.
Fostering an inclusive classroom requires a commitment to understanding and addressing the diverse needs of students. By embracing inclusive practices, involving parents, recognizing signs of anxiety, and utilising available resources, schools can create supportive environments where every child has the opportunity to succeed.