Whole_Curriculum_Approach

Whole Curriculum Approach: Adapting and maximising the curriculum to accommodate the needs of children including those with special educational needs is the key focus and there is a great deal that can be done by the management, teaching and support staff working in partnership with the children. The success will ultimately be due to the effective whole school planning and commitment by all staff and the high expectations of the school itself. To fully embrace inclusion all children including those with S.E.N will need to participate fully in the life of the schools as to achieve their full potential. Effective curriculum adaptations refer to the ways in which teachers and support staff teach and interact with the children. In any one given classroom the staff will have to meet the needs of many diverse learners who will have a range of strengths and needs and to provide the children with a variety of ways in which to process information, so that in return the learners can demonstrate what they have learned and achieved. Children as well as adults learn in many different ways and it is very important that when facilitating learning the teaching staff must take into account that boys and girls learn and process information differently and that the curriculum needs and planning must also take into account different races, religion, personalities and learning styles. Howard Gardner suggests “There is no one best way to educate all children. Instead, the biggest mistake of past centuries has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them the same subjects in the same ways” (Howard Gardner, cited in Siegel & Shaughnessey, 1994, p563, phi Delta Kappan) To ensure a quality of education and for it to be effective for all children and those with learning difficulties it is crucial that all staff need to be aware, involved in and understand the purpose of an individual education plan and the legalities of it. Teaching and support staff can adapt the curriculum in all areas, literacy can be adapted so that all children can participate fully and drive benefit from the lesson. Any child who is struggling to acquire the basic reading skills will benefit from independent reading for younger children or using a lower grade reading book, instead of actually reading the book the supporting adult could read the book aloud to the child and passing on any instructions that are needed. Adapting the materials and equipment used is an effective method of learning, as well as using books videotapes, audiotapes and the internet could be used as an alternative. Many children will learn in a practical and sensory way and providing 3 dimensional materials allows them to be tactile and work in a different way and being hands on. These materials should not just be used by children with S.E.N but used and shared as a resource with all the children in the class, by keeping resources exclusive and not allowing them to be accessed by others could be seen as diverting money away from the main body of the class causing resentment by others. Exams can be particularly stressful time for anyone and especially for those children who have a learning difficulty, as an alternative to a written exam the staff could read the given instructions and allow the child to make a collage or sculpture and getting them to achieve the same outcome only in a different way. Sport and teamwork skills can help a child feel accepted and a sense of accomplishment, team games can be adapted so that all children can take part regardless of their S.E.N . If there are concerns about their health the school nurse can be consulted as she will have fully involved in the child’s individual education plan and any issues they may have can be resolved. Any child who has a visual or hearing impairment could be assisted with guiding techniques, as well as the referee using a whistle they could also use a brightly coloured flags so they can be easily seen and heard. Modifying games too much could result in some children becoming frustrated, upset and becoming resentful, staff too depending on their expertise, attitudes or ongoing training can massive influence on fully embracing inclusion. If staff are adamant that the original rules of the game are adhered to and wont change or adapt in any shape or form then they are not meeting the needs of the children and allowing them to develop their physical education goals. All children including those who are S.E.N should be offered the same opportunities in life as their same age peers. Creating games and activities through the day during whole class teaching can be adapted for inclusion for everyone and at the same tome can still be fun and educational. All students have the right to participate in and derive benefit from all areas of the curriculum to share and have an equal status in the mainstream environment; exclusion of any students with a learning difficulty is devaluing and discrimination. For inclusive education to be effective all children need to take part in all areas of the mainstream setting with appropriate support to the best of their abilities, whatever their needs.