An Introduction to Primary Inclusion

This Critical Focus contains key extracts from Inclusive Primary Teaching: A Critical Approach to Equality and Special Educational Needs and provides an introduction to primary inclusion by examining two important aspects of inclusive learning environments: the inclusive classroom; and the inclusive curriculum. The physical environment and ethos of the classroom give vital clues to its inclusive nature and, together with the way the curriculum is delivered, shows how provision can be made for children to achieve. 

About Critical Focus

Meet the authors

Introduction

List of acronyms

Developing Inclusive Environments

1. The inclusive classroom
2. The inclusive curriculum

Appendix: Teachers’ Standards

Index

Janet Goepel was a teacher for many years and developed an interest in special educational needs through having children with additional needs in her class. She has taught children with profound and multiple learning difficulties who otherwise would have had to attend a special school. She has also taught children with dyslexia, dyspraxia, ADHD as well as children who have social difficulties. She is now a senior lecturer teaching inclusion at Sheffield Hallam University and hopes to pass on her passion for inclusive practice to trainee teachers and SENCos.

Helen Childerhouse is a senior lecturer in teacher development at Bishop Grosseteste University. Prior to that she was a senior lecturer in primary and early years teacher education at Sheffield Hallam University. She has taught on undergraduate modules that involve professional practice and inclusive practice, and has also supported trainees whilst they are on placement.

Sheila Sharpe was until recently a senior lecturer at Sheffield Hallam University with roles including course leader for the PG Cert Senco award and inclusion co-ordinator for the undergraduate and postgraduate primary and early years teacher education programme. She has taught children from a wide range of backgrounds and cultures with a range of learning and emotional needs. In addition she has been a SENCo in a primary school and has worked in an advisory capacity in a local authority supporting teachers in meeting the language and literacy needs of children.