Dr. Manju Antil | Counseling Psychologist | Psychotherapist | Educator| Founder- Wellnessnetic Care

Academic: Refers to subjects such as reading, writing, math, social studies, and science.

Access: A personal inspection and review of a record, an accurate copy of a record, an oral description of communication of a record or a request to release a copy of an educational record.

Accommodations: Techniques and materials that do not change the basic curriculum but do aid in learning and/or communication skills.

Advocacy: Recognizing and communicating needs, rights, and interests on behalf of a child; making informed choices.

Advocate: A person who represents and provides support to parents of children with disabilities.

Age of Majority: When a child turns eighteen, he/she is legally considered an adult, and is afforded all rights of being so.

Alternative Dispute Resolution (ADR): Alternative Dispute Resolution is an informal method of settling concerns or disagreements. It is a process that encourages all parties to problem-solve to reach a mutually beneficial agreement.

Annual Review: A scheduled meeting of the IEP team on at least an annual basis to review, revise, and update the IEP.

Appeal: An integral part of the due process and complaint procedures. If the party filing a complaint disagrees with the findings, the party may give input at the local board presentation of findings or request a review of the findings by the State Superintendent of Instruction. A parent or district that disagrees with a due process decision may appeal that decision through the court of appropriate jurisdiction.

Aptitude Test: A test that measures someone’s capacity, capability, or talent for learning something.

Assessment: A collecting and bringing together of information about a child’s needs which may include social, psychological, and educational evaluations used to determine services; a process using observation, testing, and test analysis to determine an individual’s strengths and weaknesses in order to plan his or her educational services.

Assessment/Evaluation: Assessment encompasses all those functions in the testing and diagnostic process leading up to the development of an appropriate, individualized educational program and placement for a child with exceptional needs. Assessment may include screening to identify potentially (i.e., high probability) handicapped children; the observation, testing, and diagnosis of those children to specifically identify each child’s handicapping condition(s) and the severity of the condition(s); interviews; and the definition of educational needs based on handicapping condition(s) and learning profile.

Assistive Technology: Any item, piece of equipment, or system that helps children with disabilities to bypass, work around or compensate for specific learning deficits.

Attention-Deficit/Hyperactivity Disorder (AD/HD): A neurobehavioral disorder that causes an individual to be inattentive or hyperactive/impulsive or to display a combination of those symptoms. Attention Span: The extent to which a person can concentrate on a single task (sometimes measured in length of time).

Auditory Perception: How a person perceives or hears specific sounds.

Auditory Processing: The ability to understand and use information that is heard, both words as well as nonverbal sounds.

Autism: A disability characterized by severe language and communication deficits, lack of normal relatedness, unusual movement and self-stimulatory patterns, lack of normal handling of toys and other objects, and a lack of most normal functional skills.

Autistic-Like Behaviors: When a child exhibits any combination of the following autistic-like-behaviors: 1) an inability to use oral language for appropriate communication, 2) a history of extreme withdrawal or relating to people inappropriately, and continued impairment in social interaction from infancy through early childhood, 3) an obsession to maintain sameness, 4) extreme preoccupation with objects or inappropriate use of objects or both, 5) extreme resistance to controls, 6) displays peculiar motoric mannerisms and motility patterns, 7) self-stimulating, ritualistic behavior.

Behavioral Emergency: The demonstration of a serious behavior problem (1) which has not previously been observed and for which a behavioral intervention plan has not been developed; or (2) for which a previously designed behavioral intervention is not effective. Approved behavioral emergency procedures must be outlined in the special education local planning area (SELPA) local plan.

Behavioral Intervention: The systematic implementation of procedures that result in lasting positive changes in the individual’s behavior.

Behavioral Intervention Case Manager: A designated certificated school, district, or county staff member or other qualified personnel contracted by the school district or county office who has been trained in behavior analysis with an emphasis on positive behavioral interventions.

Behavioral Intervention Plan: A written document that is developed when an individual exhibits a serious behavior problem that significantly interferes with the implementation of the goals and objectives of the individual’s IEP. The behavioral intervention plan shall become part of the IEP and requires a functional analysis assessment...

Behavior Support Plan: Developed by the IEP team as needed; does not require a functional analysis assessment.

Blind: When a child relies basically on senses other than vision as a major channel for learning

CAHSEE (California High School Exit Examination): State law passed in 1999, passing required for diploma issuance; individual school board waivers may apply.

CAPA (California Alternate Performance Assessment): The alternate assessment to STAR (California Standardized Testing and Reporting) Program for children who cannot take part in general statewide assessment

Cerebral Palsy (CP): A disorder, not a disease, caused by damage to the brain, usually at birth. This may result in neurologically related conditions: seizures; mental retardation; abnormal sensation and perception; impairment of sight, hearing, or speech.

Certificate of Achievement: Awarded to students who do not pass the California High School Exit Examination, per individual district policy.

Certificate of Completion: Awarded to students who do not pass the California High School Exit Exam, per individual district policy.

Chronologically Age-Appropriate: Making the activities, behaviors, or settings of a disabled child as similar as possible to those of a non-disabled child of the same age.

Cognitive Abilities: The mental process of knowing, including aspects such as awareness, perception, reasoning, and judgment.

Cognitive Operations (Skills): Processes involved in thinking, knowing; analytical, or logical: 1. Cognition – comprehension 2. Memory – retention, and recall of information 3. Convergent thinking – bringing together of knowing facts 4. Divergent thinking – use of knowledge in new ways (creative thinking) 5. Evaluation – critical thinking

Collaboration: Working in partnership on behalf of a child, e.g., parent and teacher or special education teacher and general education teacher.

Community-Based Instruction (CBI): A model for delivery of instruction in which the IEP goals are met in a “natural” age-appropriate setting. For example, math, sequencing, travel, and social skills may all be developed in the setting of a trip to the grocery store.

Complaint: An alleged violation by a public agency of any federal or state law or regulation.

Confidentiality: Assurance that no information contained in school records be released without parental permission, except as provided by law.

Consent: Permission from the parent/student (eighteen years or older) required by law for assessment, development of a special education program, and placement.

Consent: Parents have been fully informed of all information relevant to the activity for which consent is sought, in the primary language or another mode of communication of the parent(s). The parent understands and agrees in writing to the carrying out of the activity for which the consent is sought, and the consent describes that activity including lists of the records (if any) that will be released and to whom. The parent understands that the granting of consent is voluntary on the part of the parent, and may be revoked at any time.

Core Curriculum: The LEA-defined curriculum. The core curriculum is the range of knowledge and skills that are included in the district-adopted course of study, and which must be learned for successful grade promotion and graduation. The curriculum may include academic as well as cultural, social, and moral knowledge and skills. IEP goals and objectives should reflect knowledge and implementation of the district’s core curriculum as adapted for the student with disabilities.

Criterion-Referenced Testing (or measurements): Measures which answer the question, “What can this student do?” not “How does this student's performance compare to other students?” Individual performance is compared to an acceptable standard (criterion), such as “can correctly name letter of the alphabet”, not to the performance of others as in norm-referenced testing.

World Health Organisation (1978) proposes the assumption of a three-tier classification system including Impairment, Functional limitations and Disability. Impairment leads to functional limitations, and functional limitation leads to disability.

Impairment

 An impairment is permanent or transitory, psychological, or anatomical loss and/or abnormality. For example a missing or effective part, tissue organ or “Mechanism” of the body.Such as an amputated limb, paralysis after polio, myopia, mental retardation etc.

Functional Limitation

Impairment may cause functional limitations which are the partial or total inability to perform activities necessary for motor, sensory, or mental functions within the range and manner of which a human being is normally capable such as walking, lifting loads, seeing, hearing, reading, writing, counting, talking interest in and making contact with surroundings. A functional limitation may last for a short time, a long time permanent or reversible. It should be quantifiable whenever possible. Limitations may be described as “Progressive” or “Regressive”.

Disability

Disability is defined as an existing difficulty in performing one more activity which in accordance with the subject’s age, sex and normative social role, are generally accepted as essential, basic components of daily living, such as self-care, social relations and economic activity. Depending in part on the duration of the functional limitation disability may be short-term, long-term or permanent.

Medically, disability is physical impairment and inability to perform physical functions normally. Legally, disability is a permanent injury to the body for which the Person should or should not be compensated.

The disability can be divided into 3 periods:

1. Temporary total disability is the period in which the affected person is totally unable to work. During this time he may receive orthopaedic, ophthalmological auditory or speech or any other medical treatment.

2. Temporary partial disability is the period when recovery has reached the stage of improvement so that person may begin some kind of gainful occupation.

3.   Permanent disability, applies to permanent damage or loss of use of some part/parts of the body after the stage of maximum improvement from any medical treatment has been reached and the condition is stationary.

 The stark truth that confronts us all, today is the total number of disabled people in the world. WHO puts the figure at 500 million; a figure exceeding the entire population of Africa or that of the United States of America and the USSR combined. 300 million of this staggering number live in developing and under-developed countries. And this is no static figure, every year an additional 15 million handicapped join the ranks of disabled persons. As victims of war, accidents, mal-nutrition and diseases they share the right of all humanity to grow and learn, to work and create, to love and to be loved; but they live in societies that have not yet learned to fully protect such

Rights for disabled citizens; who are, too often, denied the opportunities and responsibilities which should rightfully be theirs

One more stark statistic out of the 500 million disabled, at least one quarter are children. Yes (according to Unicef figures) one child in every ten is born with a disability or acquires it early in life.

THE DISABLED PERSONS IN INDIA

India is a vast country with variable social, cultural, geographical and economic backgrounds. Despite breakthroughs in health services, a number of disabilities continue to appear due to polio, communicable and congenital diseases, increased industrialization and mechanization, and vehicular traffic leading to locomotor disabilities. Vitamin-A deficiency, cataracts and infections, injuries, nutritional deficiencies leading t visual loss, ear infections, external injuries, and noise pollution contributing to hearing loss.

An insight into the magnitude of disability in India can be obtained from the report of the survey done by the National Sample Survey Organisation (NSSO), which has estimated the disabled population in India and about 17 million, constituting about 1.9% of the total population of India. About 10% of disabled persons suffer from more than one disability. It is estimated that 2% to 2.5% of the

The population is mentally disabled. Those with locomotor disabilities, number about 5.4 million, with speech and hearing disorders, 4.8 million, and with visual handicapped, 3.5 million. As 80% of disabled persons live in rural areas, rehabilitation services need to be improved in these areas.

In 1985, the Government launched the District Rehabilitation Centre Scheme (DRCS) in eleven districts of the country. These services include immunization, medical and surgical assistance, education through special schools, vocational training and job placement. Since 1991, these centres have also started training Aanganwadi workers and their instructors. An evaluation of this scheme prompted the formulation of a new scheme, which is to be operated in rural areas through voluntary organisations.

The objective of the new scheme is to provide comprehensive services encompassing medical educational, vocational, social and psychological rehabilitation, to all categories of rural disabled, as far as possible at their doorsteps. This scheme comprises a two-tier programme. It would operate at the district level and at the Primary Health Centre (PHC) level. At the district level, a core team of professionals and specialists would function under

The project coordinator. At the PHCs, there would be a Multi Rehabilitation Assistant (MFA) together with three Community-Based Rehabilitation (CBR) Workers. The scheme would be introduced in a phased manner and the entire district would be covered within a period of 3 to 4 years.

This attempt to adopt the Community-Based Rehabilitation (CBR) approach for rural areas would lead to initiatives from the community to manage welfare activities. This is to be done through the participation of disabled people in all stages of the programme, from planning to implementation. Resources would also be generated from within the community as far as possible.

The Government provides financial assistance to voluntary agencies working in the field. The scheme ‘Assistance to Organisations for Disabled’ has been in operation for the last 30 years. At present about 315 voluntary organisations throughout the country are being assisted to implement rehabilitation programmes. These are in the areas of education, vocational training, placement services, psychological rehabilitation/counselling, awareness generation, early detection and intervention. There are approximately 82 voluntary organisations in the area of orthopedically handicapped, 63 in the area of visually handicapped, 67 in hearing handicapped and 101 in mental retardation.

In 1992-93, Rs. 9.6 crore were given to voluntary organisations, benefiting about 42811 people with disabilities, while in 1993-94, Rs. 10.4 crore were given, benefiting 60161 people with disabilities.

Each child is different, and parents must adopt an approach that suits their child. Some of the helpful ways to deal with the mental health of the child are as follows:

A positive conversation can be started by asking the child how he/she feels and whether they want to share anything.

 It is beneficial to tell the child that their parents are there for them during difficult times, and they can share their disturbing thoughts and feelings with them.

  The child may be explained the importance of mental health and how it is also essential, just like our physical health.

 If the child shares his/her feelings, they should be acknowledged. Even the smallest worries and concerns should be acknowledged. Phrases such as ‘what is a big deal?’ etc., should be avoided.

The child should be made comfortable enough to open up.

The parents should remain calm and not get agitated while the child is sharing their feelings. If the child sees that the parents are agitated, they may stop sharing their feelings

 Parents should consider it normal to take their child for professional help. Stigma related to seeking professional help should be removed. Just like any other physical illness, seeking help for a mental illness should be considered normal.

  The child should be encouraged to take help from a trained medical professional, and any myths related to mental illness should be cleared.

  Parents can try to find out the real cause of emotional and .behavioral problems by talking to the child’s friends and teachers at school. For example, bullying or academic pressure at school may be a reason for the child's emotional distress, which may lead to disrupted behaviour.

 Parents can also talk to the school teacher’s teacher and school counsellor and can share their concerns or inform them that the child is seeking professional help so that they can also monitor any changes in the behaviour or mood of the child. They can also help in identifying any external pressures which may be having a negative impact on the mental health of the child.

 Talk therapy, where the child can talk openly to a trained professional, should be considered rather than giving anti-depressants as they may have side effects on the child's health.

 Parents can be a part of support groups or may attend workshops for parents of children with a mental illness to be actively involved who may have similar concerns. This will help them to be more aware of any latest developments in the issue.

  If a child talks about suicide or tries to hurt him/her or others, then immediate help must be taken.

 Professional help should also be taken when the child’s emotional or behavioural difficulties last for a long time at home, school, with peers, etc.

 Early identification and treatment can be very beneficial as it helps to address the problem early.

 Parents should have the patience to deal with a child with a mental illness, as nobody can immediately take their child out of depression; it is a long-term process that requires love, care, and patience.

 Parents should choose a mental health professional with expertise and experience in helping the child. They will also help to understand a child’s weaknesses and strengths and determine which treatment or therapy can be helpful.

 Parents should be aware of the child’s disorder to understand the situation better. They can explore the internet, read books on mental health, and ask the doctor or the counsellor.

The child should be given a clear picture of the disorder, why it is happening, the symptoms of the disorder, etc.; their doubts should be cleared, and questions should be answered. If the child understands their mental illness better, they can recover early as they will know if their symptoms are worsening and when they need to ask for help.

As the parents cannot be with their child all the time, the teacher and the school counsellor should be aware of the red flags and, when it is an emergency, seek help.

If their symptoms worsen, consider changing their treatment, and help should be taken before the situation worsens. Also, whether the child is taking their medicines regularly or not should be monitored.

A child or a teenager faces many pressures and struggles in today’s challenging and competitive times; increasing their mental resilience can help them manage their emotions and bounce back into everyday life. Some of how mental resilience can be boosted are as follows

Exercising can be perfect for the mind and the body and helps release stress and anxiety. Parents should encourage their children to exercise daily or try different sports or activities they enjoy.

 A healthy, balanced diet full of fruits, vegetables, and fibre can help in boosting energy and can promote clear thinking. Keeping the body hydrated by drinking lots of water can benefit the mind and the body.

 If the child is uncomfortable talking, they should be encouraged to write down their thoughts and feelings as it gives them some understanding of what is going on in their mind.

 Distraction techniques like reading a book, preparing food, etc., can help in distracting their mind.

Good sleep is essential for the body to get rest and reduce agitation. If they have difficulty sleeping, meditation, yoga, relaxation techniques, and listening to music in bed may help.

 A toolkit can be prepared, which consists of all the items needed when the child is feeling low. It may have anything they like or give them a break from their thoughts, like their favourite book, magazine, games, chocolates, treats etc. It may also have specific notes for encouragement, photos of good times and happy memories.

The child should also be encouraged to open up to their friends, extended family or whomever they feel comfortable with.

 The parents must take care of their physical and mental health. They should not blame themselves or others for the child's situation and should try to accept it. Parents may indulge in activities they enjoy or talk to a friend or family member who will understand their perspective. They may also collaborate with other parents in a similar situation. 

The schools can help a lot by helping in the early identification of students with mental health problems, by keeping track of the student's overall performance in school, and if they notice any changes, they can inform the parents. They can also encourage the parents to share any changes in the student’s health or situation so that early identification is possible.

The teacher can observe the following signs for early identification:

• The drastic decline in the marks of the student.
• Taking frequent leaves from school or long-term absenteeism.
• Lack of focus on daily activities and classroom work.
• Sudden changes in behaviour like anger issues or fighting with the other children very often.
• Fatigue over a long period.
• Significant changes in play behaviour or taking too few changes in play activities.
• Generally feeling irritated or frequent mood swings, the child.
• Withdrawal from friends and wanting to be alone during the lunch break or other school activities.
• Less participation in activities.
• Each student will have different symptoms, so the teacher needs to keep track of the changes in the behaviour. If the teacher feels that a student might be having some mental health issues, then he/she can refer the child to the school counsellor or professional counselling services, who could, in turn, refer him to the relevant expert.
• The schools may take the following steps for students with mental illness:

Attendance:

• The school can have flexible school hours, or a special timetable can be made according to the child's needs.
• Some flexibility may be given for attendance and punctuality.
• A safe and quiet place can be provided for taking a rest or a break when the student feels over-agitated or restless.
• School staff may accompany the child to the resting place when needed.

Classroom management:

• Seating arrangements can be made according to the comfort of the child. For example, sitting next to their friend.
• Teaching should be clear and flow so the student knows what to expect next.
• Frequent positive feedback and encouragement should be given from time to time. This would help all children.
• They should be allowed to participate in classroom activities of their choice. Nothing should be forced upon them.
• If there is a history of suicidal behaviour, keep the child on watch.

Self-management for daily tasks:

• The students may be assisted while recording homework.
• They can use folders and files to organize notes.
• They can use a calendar to mark deadlines or submission dates of assignments, so they do not forget. They may also use a reminder on their phone.
• They can also use sticky notes to remember important things. They can put it on their desk, school diary, etc.
• The teacher may remind the child while transitioning from one lesson to another to prepare themselves for the next lesson.
• The teacher may also remind the child to check the books and notebooks that must be taken home for homework.

Lunch Break arrangements :

• The teacher should pay special attention to the child’s behaviour during the lunch break.
• They can be attached to a ‘buddy’ with whom they are comfortable and who can give company to the child to avoid isolation.
• The teacher can suggest or help them actively find their leisure time.
• Extra Curricular Activities:
• Simple tasks like organizing books, arranging bulletin boards, etc., may be given to help them to gain a sense of competence and self-worth and to boost their confidence.
• They should be allowed to participate in extracurricular activities of their choice according to their comfort.

Communication with teachers:

• The teacher can reach out to the students to build a good rapport and a healthy relationship.
• The student’s progress should be recognized, and they should be motivated very often.
• The teacher should accept the student’s difficulties and feelings caused by their health conditions.
• The teacher should avoid criticizing the students.
• The teacher should encourage the child to express and share their feelings openly. The teacher may reflect upon later on what they have shared.
• The teacher should remain objective, and they should not judge the child based on any subjective biases like caste, class, gender, religion, disability, etc.
• The teacher can also encourage the child to seek professional help from a counsellor.
• A Buddy system can be done. The student with a mental illness may be paired with a self-confident and helpful student to support the child emotionally.
• Mutual support and acceptance of the child among peers should be encouraged to help the child build a social circle.
• The teacher may observe interactions with other children and offer help and guidance on improving the child's social skills.
• The teacher should share things with the school administration and parents about the Child's behaviour with the consent of the child/parents if possible.
• The teacher should not be judgmental about students' behavioural issues, e.g., whether they are good or bad 

Classroom interaction:

• The teacher should use different teaching strategies to make learning more interesting for the students. Interactive sessions and practical experiences may also be planned so that the students are actively involved in the classroom.
• The teacher may provide the learning materials in advance; for example, the critical points of the next chapter can be given in advance so that the child knows what is coming next.
• The teacher can give written notes to the child to decrease the stress on memory, attention, and organization.
• Graphic organizers or essay writing frameworks may be used to help the students organize information efficiently.
•  Short breaks may be given during the lessons to avoid stress.
• The teacher can prepare worksheets and other teaching materials according to the child's needs.
• Mnemonics, mind maps, and other organizational skills can be taught to the child to understand concepts better.
• Instructions used in the classroom should be simple and short. Instructions should be given slowly and may be repeated whenever needed by using oral or visual prompts.
• Teaching accommodations such as adjusting the content's difficulty level or changing the teaching order can be made.
• Additional learning tools such as recorders and timers should be allowed by the school.

Classwork:

• The tasks given should be broken into smaller units.
• Task initiation may be facilitated by giving demonstrations or guidance.
• Additional hints or prompts like a reference to a particular book, chapter, section, etc., may be given to encourage and help the students.
• The students should be encouraged to develop good time management skills to manage their time correctly.
• Single-sided notes and worksheets should be given so that it is easy for the student to make notes along with the worksheet.

Questioning:

• Short answer questions like true/false, fill in the blanks, multiple choice questions, etc., can be used for the comfort of the child in case of disabling mental health conditions...
• The students should be notified well in advance about the upcoming tests or exams so they have enough time to prepare. Surprise tests, etc., should be avoided as it creates a sudden situation of panic, which affects the child's mental health.
• In the class, non-verbal responses like nodding the head, pointing the answer on the blackboard, etc., should be allowed.
• When questions are orally asked in the class, ample time should be given to answer so the student can process the question.
• Sufficient instructions or options should be given to help them to respond

Group discussion:

• The students can be grouped according to their comfort level.
•  The student’s participation in the group discussion may be facilitated based on their abilities and interests 

Assignments:

• Short assignments can be given so that it is not too much of a burden for the child.
• A choice of topics may be given so the students can choose their assignments.
• A framework with keywords or how to write the assignments can be helpful for the child.

Homework:

• Homework given should be of a minimum level suited to the child's learning needs to reduce the student's burden.
• Flexible submission dates suitable for all may be given. The deadline may be extended if the child has genuine reasons for not submitting the work on time.
• The difficulty level of the homework can be adjusted according to the needs and situations of the child.
•  Diverse submission formats like oral presentations instead of written ones or vice versa may be used according to the child's convenience.
•  The teacher may also email the homework to the parents or guardians, and written instructions can be given instead of oral ones so the students can refer back to them at home

Examination:

• Compensatory time may be provided so that the student can complete the exam and they do not panic. 
• Special seating arrangements or unique examination rooms may be provided for the child.
• The invigilator can remind the student to focus on answering the exam as they may tend to divert.
• Any other special exam accommodation may be given if the child's mental health professional is advised.
• Realistic expectations should be set about the child's performance so they do not feel discouraged or sad later at the time of results. 
• The teacher should not cut marks for non-academic reasons like poor handwriting, as it can demotivate the child.
• The teacher may provide important sections in textbooks to guide their exam preparation and to reduce exam-related stress. If possible, sample tests and exams may be given as a practice for children with a mental illness.
• The child may be allowed to eat and drink during the tests and exams if needed.
• Students with anxiety disorder may feel very anxious during exams. A scary environment should not be created before exams in the classroom, and the parents should also be encouraged to be as normal as possible at home.

Individualized Support Programme (ISP) :

An ISP can be made after a discussion with the parents, other teachers, and the school counsellor to cater to the unique needs that each child may have

Laboratory:

• They should be given preferential seating in the classroom to facilitate better listening or seeing the experiments being conducted.
• The students should be allowed to audio or video record the lab experiment so they can go home and recall them.
• A lab manual should be maintained where they can note/record the experiment conducted.
•  The child may be allowed to do simple tasks in the experiment to boost their confidence.
•  If students cannot do complex experiments, simplify them according to their comfort level.
• Lab instructions should be very simple and given one by one slowly so that the child has the time to process and understand them.
•  Extra time may be given to complete the experiment as the child may do the tasks slowly.

While the learning needs of children with IH can vary in severity of problems and in the amount, quality, and duration of support services a child receives, this section highlights some common challenges. and the specifics that these children have to face.

AREAS

• Development /Acquisition of Speech and Language vocabulary, syntax and figurative language( like similies, metaphors and idioms);
• Understanding of abstract concepts;
• Reading and spelling (because of difficulty in phonemic awareness and speech sound discrimination);
• Communication Skills (speaking and listening understanding);
• Mathematics;
• Organising ideas; and,
• Communicating ideas (although students may have a lot to say on the topic, they are restricted by their vocabulary).

Define clear minimum standards for behaviour:

All children in your class should be perfectly clear on what the minimum basic acceptable levels of behavior are. behaviour. These are rules devised and agreed upon by both you and your class. I have to. Once agreed, have the children sign the class contract and make sure they understand that class rules are everyone's responsibility. You may want to involve children in creating your class rules ad. Keep it short and simple so everyone can understand it. Don't use these rules specifically for learning, make sure everyone feels safe and respected.

Examples of rules you might agree on are:

• Be kind

• Keep your hands and feet to yourself

• Use kind words at all times

• Always respect the property of others

• Everyone has the right to feel safe and respected

• Everyone has the right to express themselves and listen to

2. Enforce rules consistently, with proportionate consequences.

Just as basic class rules should be perfectly clear and understandable, so too should we agree on the consequences of ignoring those class rules. These results must be proportional and consistently applied. Remember:

A code of conduct is the minimum acceptable in a classroom. So try to be consistent with the results when they break. If you notice a problem with your teaching method, the first thing you should do is review your own teaching method. “Is this lesson inclusive and engaging for all children?” There may be ways to adjust your teaching to avoid this kind of confusion.

3. Deal with children who misbehave in a sensitive way.

You know how we said not to write the name of the child who kept calling out on the board? That's because it is an insensitive way of dealing with an issue, which visibly singles out a child in front of everyone. If you write a child's name down on a piece of paper, they know they have misbehaved. They also have the opportunity to stop consequences and amend their behavior without further consequences. If you write the name of a child who misbehaves on the board—visible to everyone—why would they choose to change their behavior? Their name will remain up there, for all to see, regardless of whether they start to behave better, or not. It's humiliating – not inclusive, especially for children who regularly struggle with some of the basic rules (e.g. those with attention deficit disorders).

4. Create opportunities to listen to all children.

This is especially important when resolving conflicts between children in the class. Give the children involved in the incident time to explain in detail how the incident happened, what upset them, and why. Create opportunities to listen to children in their daily lives, in regular education and learning. This allows you to participate in learning and feel involved. Ask each child for their thoughts on creating additional classroom rules (beyond the minimal, basic rules previously described).

5. Develop a 'scaffolded' approach to learning.

What is scaffolding as it relates to teaching and learning? A book could be written about scaffolding, but in a nutshell, scaffolding is about making sure all students have access to the same learning. to provide support. Scaffolding is absolutely critical to building an inclusive learning environment. All children in the class should have access to the same information during the lesson (even with a slight distinction between resources and activities). Do not substitute activities with the same goals and outcomes for activities that are completely different than those planned for the rest of the class, but adjust activities to meet the needs of the children.

The same applies to actions. Some children may find it difficult to follow the rules set throughout the class. For example, it is nearly impossible to keep a child with ADHD sitting for long periods of time. So expecting every child to sit on the rug and listen for a while may not be a comprehensive approach for that child. If you're watching the start line of a race with a child in a wheelchair, it's not a fair race. This also applies to children with behavioral problems. Being inclusive means adapting our approach to action in the same way that we differentiate learning.

6. Be aware of the specific needs of every child in your class.

Achieving a truly inclusive classroom requires more than knowing which children have special educational needs and disabilities (SENDs). Which of your children may be receiving free school meals (FSM), who is a caregiver, which child is in foster care, English as an Additional Language (EAL), and which children belong to vulnerable Roma and traveler communities. Knowing this allows us to consider all aspects of the classroom and make it inclusive, safe and purposeful.

7. Provide support that benefits ALL children in your class.

Some inclusion strategies are so universally beneficial to all students that they deserve to be applied in every classroom. For example, many children with dyslexia have difficulty reading all-black text on a pure-white background. Simply changing the colors used in the slides and avoiding black-on-white can help all children, not just those with dyslexia.

What if you have a child with mild dyslexia that is likely to go undiagnosed? Changing slides will help them too. Changing the color of the slide to a color with less contrast makes it less tiring to watch and read.

Better for everyone, including you! This is just one example of inclusive change that benefits all children, but there are many more.

8. Create a calm, purposeful learning environment.

This is another big step in promoting inclusion for everyone in the classroom. We all need rest to learn. However, it is difficult to create a calm environment in the classroom. Clearly define when group discussion or work is necessary and acceptable and when it is not.

A calm environment is inclusive for many of your children, regardless of whether they have a special need for it or not.

 9. Clearly display timetables and key information.

This is one of those little changes you can make which helps everyone and makes all children feel included. Some children with dyslexic and dyspraxic traits struggle with organization, as do some with Autistic Spectrum Disorders (ASD).

A clear timetable (a visual timetable is especially great for younger learners) helps you and all your children feel involved in school. With a clear schedule, children can anticipate what they like and dislike and prepare accordingly.

You may be thinking, "How can I show everyone how good I am at history later?" You can empower and empower children by sharing a timetable for all to see. The same goes for important vocabulary, facts, or concepts related to what you are currently learning in class. Post this information on a bulletin board for everyone to see. This helps children remember their previous learning, answer questions and complete tricky tasks. 

10. Use pre-assessment to inform your planning.

You might be thinking to yourself: 'What has this got to do with inclusion?' Well, again, this is about engaging children and making them feel like they have a say in their own learning.

Don't just assume what your children already know or don't know when you're planning a new topic; ask them! That way you'll identify areas that children are curious to learn more about, and avoid going over very familiar learning.

Pre-assessing children's prior knowledge, and interests around a subject, in this way, show them that they have been listened to, and included in their own learning. It's a powerful tool for inclusion in the classroom.

11. Let children choose how to show what they have learned.

Inclusion works by finding the best way to ensure all children can access the learning, and have the opportunity to achieve. Setting exactly the same task for all children may not help you to achieve that, particularly when it comes to assessing learning.

When you get to the end of the topic, it might be tempting to assess children's learning with a written test. Don't do this (at least not every time, anyway)! Instead, offer children a choice of ways of presenting what they have learned. For example, at the end of a topic about the Arctic, give children the choice of showing their learning by:

• Writing a blog

• Creating a poster or infographic

• Making a slideshow presentation

• Recording a short information film or radio program

Of course, you'll need to provide sufficient resources and support, plus encourage children to choose a way of showing their learning which plays to their own strengths.

Giving children a choice empowers them. It's inclusive because it creates equal opportunities to show learning and progress in a way that a standard test (which many children struggle with) may not.

12. Don't compare the progress of one child to another; personal progress is key.

And so, our final and possibly most important strategy for an inclusive environment that benefits all students: don't compare them to one another!

Learning is not a competition. It is a never-ending process, a journey. Think about yourself for a moment: If you had recently started learning electric guitar, would it feel fair if your guitar tutor compared you directly to Eric Clapton?

For some children with additional needs, the comparison between themselves and others in their class can feel as stark, and as disheartening. Don't do this.

What's the point, anyway? How can comparing the attainment of one learner to another possibly help either of them?

Instead, focus entirely on children's personal progress, and encourage them to do the same. Ask: 'Can you do even better than you did last time?', 'What do you want to focus on that you found tricky the last time we looked at this?', or 'What's changed from when we started learning about this, to now?'.

lastly: Sometimes kids don't get ahead of something. This can be devastating for any child, but especially for a child with special needs who is likely to experience such disappointments over and over again. However, you can make them feel like they can participate in the learning process and achieve something. As? Even if a child hasn't made progress, they can identify ways in which they want to. Teach children that identifying their own shortcomings or areas for improvement is learning. By doing so, they are still actively engaging with the learning and including themselves in it.