All teachers face the challenge of making sure every pupil has the same access to education by adapting their teaching to suit different needs, known as inclusion. Kyriacou defines inclusive teaching as organising teaching and learning to "cater for pupils with a broad range of abilities and needs". Gedge refers specifically to pupils with a special educational need or disability (SEND) when considering inclusion and, although the focus of this study is SEND, it is important to note that inclusion refers to all pupils. As Holmes said: "no learner is the same as any other". Inclusion is not the same as differentiation, which refers to the methods employed by a teacher to make the learning accessible to all (Kyriacou, 2014), although this term is still significant in relation to making teaching inclusive.
This study aimed to find out how inclusion works in practice. I focused on Modern Language (ML) teaching and carried out a case study of two Year nine pupils with Asperger’s Syndrome, a condition within the wider range of Autistic Spectrum Disorder (ASD), in an 11-19 mixed comprehensive. I looked at how changes to teaching and the classroom environment affected their learning over six one-hour lessons. I will consider views from a range of literature on the subject and use several methods of data collection to analyse the results and conclude whether the teaching had an impact. I will then explore these findings in relation to my future practice.
Table of Contents
1. Literature Review
2. Research Design
2.1 Pre-Implementation
2.2 Implementation
3. Data Analysis
Objectives and Themes
This study investigates the practical application of inclusive teaching strategies within a Modern Language (ML) classroom setting. The research aims to evaluate how targeted pedagogical adaptations and modifications to the classroom environment can support two Year nine pupils diagnosed with Asperger’s Syndrome (a condition within the Autistic Spectrum Disorder range) in a secondary school environment.
- Inclusive teaching practices and definitions of SEND.
- Methodological approaches to teaching pupils with Asperger’s and ASD.
- The impact of routine, visual support, and clear instruction on learner progress.
- Challenges of group work and writing tasks for pupils with ASD.
- Teacher reflection and the implementation of inclusive strategies in real-world practice.
Excerpt from the Book
1. Literature Review
The literature refers to both SEN and SEND. I use the latter, following the example of The Department for Education (DfE) (2015, pp.15-16), who define a young person as having a special educational need or disability (SEND) if he or she: ‘has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools’. This means that the school, and the various class teachers, need to provide something different or additional for these pupils for them to have the same access to education as their peers. For many this constitutes a challenge, as there are many types of SEND and thus many methodologies for teaching these pupils (Pachler et al, 2014, p.322).
Progress is important for all pupils but may look very different in each case; inclusive teaching requires all progress to be recognised. Pachler et al (2014, p.323) agree that: ‘‘small’ steps of progress made by pupils with SEN deserve equal praise as the ‘bigger’ steps of progress made by pupils without SEN’. This is not, however, always true in practice. Schools are often concerned with traditional methods of recording progress, such as results and league tables (McKeown, 2004, p.9) which can lead them to withdraw pupils with an SEND from certain subjects and allow them to focus on so-called ‘core’ subjects like English and Maths, in an attempt to improve results.
Summary of Chapters
1. Literature Review: This section defines SEND and examines academic discourse regarding inclusive teaching methodologies and the specific challenges pupils with Asperger’s/ASD face in language learning.
2. Research Design: This chapter outlines the case study methodology, participant selection through purposive sampling, and the ethical considerations involved in the teacher-researcher dual role.
2.1 Pre-Implementation: This part details the initial data collection phase, primarily focusing on the analysis of Individual Education Plans (IEPs) and interviews with the school's SENDCO.
2.2 Implementation: This section covers the practical application of teaching strategies, detailing the use of field notes, classroom observations, and the triangulation of collected data.
3. Data Analysis: This chapter evaluates the effectiveness of specific interventions, such as maintaining routines, using visual aids, and differentiating tasks for pupils with ASD.
Keywords
Inclusion, SEND, Asperger’s Syndrome, Autistic Spectrum Disorder, Modern Language teaching, Differentiation, Inclusive teaching, Case study, Pupil profiles, Visual support, Classroom environment, Teaching strategies, Teacher development, Education policy, Educational research.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the challenges and strategies associated with inclusive teaching for pupils with special educational needs and disabilities (SEND), specifically those with Asperger's Syndrome in a secondary school Modern Language classroom.
What are the central thematic areas of the study?
The study examines the practical implementation of inclusive pedagogy, the importance of classroom routines, the necessity of visual aids, and the adaptation of standard curricula to meet individual learner requirements.
What is the core research objective?
The objective is to explore how inclusion functions in practice and whether specific pedagogical changes lead to measurable learning improvements for pupils with ASD.
Which scientific methodology is utilized?
The author employs a small-scale, qualitative case study method, utilizing purposive sampling and data triangulation through field notes, teacher observations, and documentary evidence.
What topics are discussed in the main body?
The main body covers the theoretical literature on SEND, the research design process, the preparation of interventions based on pupil profiles, the practical implementation of strategies, and the subsequent analysis of their success.
Which keywords characterize this work?
The work is characterized by terms such as inclusion, SEND, Asperger’s Syndrome, differentiation, and Modern Language teaching.
How did the author involve the SENDCO in the research?
The author conducted an interview with the Special Educational Needs and Disability Coordinator to understand the importance of pupil profiles and to gather professional insights on supporting students with ASD.
Why did the author use both written and verbal instructions?
Drawing on literature and observations, the author implemented dual instructions to provide visual support, which helps pupils with ASD process information more effectively and reduces anxiety regarding tasks.
How were writing difficulties addressed for the pupils?
The author attempted to differentiate writing tasks by task or outcome, opting for shorter activities and allowing for word processing where appropriate, acknowledging the dysgraphic challenges mentioned in the pupil profiles.
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- Laura Smith (Autor:in), 2017, Meeting Learners' Needs. A Case Study of SEND in the Modern Language Classroom, München, GRIN Verlag, https://www.hausarbeiten.de/document/374103
