Success with Inclusion: 1001 Teaching Strategies and Activities that Really Work

185 Pages·2007·2.7 MB·English

by  Glynis Hannell

Success with Inclusion
Today’s classroom welcomes diversity, where many levels, speeds and styles of learning
coexist. Success with Inclusion provides over 1000 specifi c strategies to help in identifi ed
areas of diffi culty or advanced development. Using this book teachers will be able to:
• identify and record quickly and easily their pupils’ individual learning patterns using
the observation charts provided;
• structure a well-planned inclusive environment;
• implement creative and thoughtful learning interventions;
• create an atmosphere of fl exibility and compassion.
Author and experienced teacher Glynis Hannell gets down to the nitty-gritty with chapters
full of practical and creative ideas that will help accommodate not only pupils with diffi culties
but also those who are more advanced. Learning strategies here will help you to:
• be an effective inclusive teacher;
• address a variety of reading diffi culties;
• support pupils’ writing skills;
• make maths comprehensible, fun and relevant;
• enhance pupils’ concentration;
• encourage habits of organisation;
• foster teamwork between yourself, colleagues, parents and pupils.
The 42 photocopiable worksheets, checklists, charts, games and planners are provided in
an appendix to give teachers a head start. Also included are observation charts, literacy and
maths resources, as well as support material for teachers, pupils and parents.
Glynis Hannell was formerly a psychologist in private practice and a lecturer in educational
psychology at the University of South Australia.

Su cc ess with Incl usio n
1001 teaching strategies and activities
that really work
Glynis Hannell
First published 2007 by Peynal Publications in the USA
This edition published in the UK and Canada 2008
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
This edition published in the Taylor & Francis e-Library, 2007.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2007, 2008 Glynis Hannell
All rights reserved. The purchase of this copyright material confers the
right on the purchasing institution to photocopy pages 127 to 178 (that
is the Appendix after page 126) only. No other part of this publication
may reproduced, stored in a retrieval system, or transmitted in any
form by any means, electronic, mechanical, photocopying, recording or
otherwise, without permission in writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Hannell, Glynis.
Success with inclusion : 1001 teaching strategies and activities that really
work / Glynis Hannell.
p. cm.
Includes bibliographical references and index.
1. Inclusive education—United States. 2. Activity programs in
education—United States. 3. Children with disabilities—Education—
United States. I. Title. II. Title: 1001 teaching strategies and activities
that really work. III. Title: One thousand and one teaching strategies
and activities that really work.
LC1201.H36 2007
371.9’0460973—dc22 2007013200
ISBN 0-203-93446-6 Master e-book ISBN
ISBN10: 0–415–44534–5
ISBN13: 978–0–415–44534–4
Contents
Introduction 1
1 Effective teaching 3
2 Reading 26
3 Written language 53
4 Mathematics 71
5 Concentration and organisation 101
6 Teamwork 114
Appendix 125

Introduction
Has there ever been a pupil who did not have ‘learning differences’? Probably not! Every
single human being on the face of the earth is unique. That is something we take for
granted. Out of all the billions of people in the world, no one has exactly your face, your
way of walking or your way of learning.
As teachers, we know that the amazing diversity and variety of the human race is refl ected
in every group we teach. We wouldn’t believe it if all our pupils looked and behaved the
same and had the same way of learning! Working effectively with diversity, variety and
differences is at the very foundation of what good teachers do best.
Some of the qualities attributed to a good teacher are that he or she:
• develops ways to reach all pupils
• never forgets what it is like to be a learner – vulnerable, anxious or dependent
• is able to change teaching techniques to meet various pupils’ needs
• has a big HEART
• sets the foundation – makes a difference
• enables all the pupils in the class to live better lives
In the following chapters, you will fi nd a wealth of information on intervention and inclusive
education (or simply referred to as inclusion) as well as numerous specifi c strategies for
implementing these approaches to teaching.
Intervention involves explicit teaching and targeted instruction. Intervention is when
teachers teach in the ways that the pupils learn.
Inclusive education (or inclusion) involves the use of a range of strategies to ensure that
pupils with learning differences are full members of the classroom and school community.
Inclusive education is how teachers can make a difference and enable all pupils to live better
lives. It is not limited to pupils with special needs but includes all pupils with diverse needs.
Are intervention and inclusion extra things that teachers do on top of their regular
work? No! Intervention and inclusion are what good teachers do all the time! Therefore,
this book is a practical resource for all educators who want to be good teachers and make a
difference to all the pupils they teach.

Chapter 1
Effective teaching
Introduction
This chapter will explain some of the basic foundations of effective teaching. How does
the brain actually learn? That, in itself, is a miracle. To be effective as teachers, we need to
understand the gradual, biological process we call learning, because as teachers, we actually
make a difference – a real, physical difference – to the way our pupils’ brains develop.
We also need to understand individual differences in learning capability and learning
style. Then, we can adjust our teaching to the unique capacities of the individual pupils in
our classes. Teachers who can do this are not only working hard, they are working smart!
Apart from inborn intelligence, every pupil has a range of personal qualities such as
curiosity, persistence, self-confi dence and so forth. The effective teacher can nurture these
qualities and make a substantial difference in the quality of their pupils’ learning.
Take a moment to refl ect upon your own schooldays. Which teacher had the greatest
positive impact upon you? In all probability, it was the teacher who built your confi dence,
encouraged your persistence and excited your curiosity. This chapter provides a range of
ideas for developing these positive learning characteristics in all of your pupils.
The chapter ends with some thoughts on creating an inclusive classroom. Being included
in a group and feeling included can be two, quite different situations. The effective teacher
does not just do inclusive things. The effective teacher builds a classroom community where
inclusion is part of the social fabric of the group of pupils and adults who work together.
The following Appendix forms are referenced in this chapter in the order given:
Appendix Form 24: ‘Teacher checklist for successful learning’
Appendix Form 26: ‘Teacher chart for planning an inclusive programme’
Appendix Form 23: ‘Teacher checklist for mastery learning’
Appendix Form 30: ‘Pupil guide to making changes’
Appendix Form 33: ‘Pupil guide to setting goals’
Appendix Form 35: ‘Pupil self-evaluation’
Appendix Form 39: ‘Pupil notes: getting ready for a meeting’
Appendix Form 36: ‘Pupil: what i think about school’
Appendix Form 37: ‘Pupil reward cards’
Appendix Form 38: ‘Pupil guide to “I can do”’.
The brain and learning
Teachers – part of the miracle
The human brain is a miracle. From the earliest days of life, the cells of the human brain are
organising themselves into networks that communicate with each other, store and process
information and learn new things. As teachers, we are part of this miracle. What we do in
class will have a direct infl uence on how the pupils’ brains develop. How does this happen?