C | Evolving inclusive PRACTICES - Index for Inclusion

The following indicators and questions enable a detailed review of all aspects of a school and help to identify and implement priorities for change.

C. 1 Orchestrating learning

C.1.1 | Teaching is planned with the learning of all students in mind.

Is teaching planned to support learning rather than to deliver the curriculum?
Do curriculum materials reflect the backgrounds, experience and interests of all learners?Do lessons start from a shared experience that can be developed in a variety of ways?
Do lessons reflect a range of interests for both boys and girls?
Do lessons extend the learning of all students?
Do lessons encourage a view of learning as continuous rather than completed with particular tasks?
Can different subjects be learnt in different ways, for example, intensive literacy or foreign language courses?
Are interpreters available for deaf students or others for whom English is an additional language?
Does planning reflect on and attempt to minimise barriers to learning and participation for particular student?
Do teachers examine ways to reduce the need for the individual support of students?
Do lessons provide opportunities for paired and group activities as well as individual and whole classwork?
Is there a variety of activities involving, for example, oral presentation and discussion, listening, reading, writing, drawing, problem solving, use of library, audio/visual materials, practical tasks and computers?
Can students participate in, for example, science and physical education in clothes appropriate to their religious beliefs?
Is the curriculum adapted for students concerned about participating in, for example, art or music, because of their religious beliefs?
Are lessons adapted, if necessary, so students with physical or sensory impairments can develop skills and knowledge through physical education or practical science or the physics of light and sound?
Do staff recognise the additional time required by some students with impairments to use equipment in practical work?

Further questions:

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C.1.2 | Lessons encourage the participation of all students.

Do class and subject teachers take responsibility for the learning of all students in their lessons?
Is there an attempt to view teaching and support from the point of view of students?
Do lessons build on differences in student knowledge and experience?
Do lessons pay attention to the emotional as well as the intellectual aspects of learning?
Do lessons convey a sense of excitement in learning?
Is the spoken and written language made accessible to all students?
Is essential technical vocabulary explained and practised during lessons?
Can students record their work in a variety of ways, using drawings, photographs and tapes as well as written work?
Do lessons build on the language and literacy experiences of students outside school?
Do lessons encourage dialogue between staff and students as well as between students themselves?
Do lessons encourage the development of a language for thinking and talking about learning?
Are there opportunities for students learning English as an additional language to speak and write in their first language?
Are students who are learning English as an additional language encouraged to develop and use skills of translation from a home language into English?
Is the presence of additional adults used to reflect on how curricula and teaching approaches can be used to improve the learning and participation of all students?
Do staff recognise the physical effort expended on tasks by some students with impairments or chronic illness, and the tiredness that can result?
Do staff recognise the mental effort involved in lip-reading and using aids to vision?

Further questions:

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C.1.3 | Lessons develop an understanding of difference.

Are students encouraged to explore views which are different from their own?
Are students helped to engage in dialogue with others with a variety of backgrounds and views?
Are there opportunities for students to work with others who differ from themselves in background, ethnicity, impairment and gender?
Do staff demonstrate that they respect and value alternative views during class discussions?
Are all ‘modern’ languages treated as equally valuable?
Do learning activities develop an understanding of differences of background, culture, ethnicity, gender, impairment, sexual orientation and religion?
Are students taught about the variety of cultural influences on language and the curriculum?
Do all students have opportunities to communicate with children and young people in both economically richer and poorer parts of the world?
Does the curriculum give a historical understanding of the oppression of certain groups?
Are students taught to question stereotyping in curriculum materials and classroom discussion?

Further questions:

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C.1.4 | Students are actively involved in their own learning.

Are students encouraged to take responsibility for their own learning?
Do teachers explain the purpose of a lesson or group of lessons?
Do the classroom environment, displays and other resources help independent learning?
Does the support given to students help them to move on in their learning while drawing on the knowledge and skills they already possess?
Are curriculum plans shared with students so that they can choose to study at a faster pace or in greater depth?
Are students taught how to research and write up a topic?
Are students able to use the library and information technology resources independently?
Are students taught how to take notes from lectures and books and organise their work?
Are mechanical copying activities avoided?
Are students taught how to present their work in spoken, written and other forms, individually and in groups?
Are students encouraged to summarise what they have learnt verbally and in writing?
Are students taught how to revise for tests and examinations?
Are students consulted about the support they need?
Are students consulted about the quality of lessons?
Are students involved in finding ways to overcome their own and each other’s difficulties in learning?
Are students given a choice over activities?
Are the interests, knowledge and skills acquired independently by students valued and drawn upon in lessons?

Further questions:

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C.1.5 | Students learn collaboratively.

Do students see the offering and receiving of help as an ordinary part of classroom activity?
Are there established rules for students to take turns in speaking, listening and requesting clarification from each other as well as from staff?
Do students willingly share their knowledge and skills?
Do students refuse help politely when they do not need it?
Do group activities allow students to divide up tasks and pool what they have learnt?
Do students learn how to compile a joint report from the different contributions of a group?
When others in the class are troubled, do students help to calm them down rather than wind them up?
Do students recognise that every student should have their share of the limelight?
Do students share responsibility for helping to overcome the difficulties experienced by some students in lessons?
Are students involved in assessing each other’s learning?
Are students involved in helping each other to set educational goals?

Further questions:

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C.1.6 | Assessment contributes to the achievements of all students.

Are all staff involved in assessing learning?
Do teachers take responsibility for the progress of all students in their lessons?
Are students involved in assessing and commenting on their own learning?
Are parents/carers involved in the assessment process?
Do records of achievement reflect all the skills, knowledge and experience of students, such as additional languages, other communication systems, hobbies, interests and work experience?
Are judgements on students respectful?
Are assessments based on detailed observation?
Is assessment directed at what is important to learn?
Are assessments (including national assessments) always used formatively to develop the learning of students?
Do assessments lead to modifications in teaching plans and practice?
Are there a variety of ways of demonstrating and assessing learning that engage with differences in students’ characters, interests and the range of their skills?
Are there opportunities for assessment of work done in collaboration with others?
Do students understand why they are being assessed?
Are students honestly informed about the consequences of assessment, for example, when entered for different levels in examinations?
Does the feedback to students indicate what they have learnt and what they might do next?
Is there monitoring of the achievements of different groups of students (boys/girls/ethnic minority students/students with impairments), so that any difficulties can be detected and addressed?

Further questions:

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C.1.7 | Classroom discipline is based on mutual respect.

Does the approach to discipline encourage selfdiscipline?
Do staff support each other to be assertive without being angry?
Do staff share their concerns and pool their knowledge and skills in overcoming disaffection and disruption?
Are classroom routines consistent and explicit?
Are students involved in helping to resolve classroom difficulties?
Are students involved in formulating classroom rules?
Are students consulted on how to improve the classroom atmosphere?
Are students consulted on how to improve attention to learning?
Do students feel that they are treated fairly irrespective of gender or ethnicity?
If there is more than one adult in the room do they share responsibility for the smooth running of lessons?
Are there clear procedures, understood by students and teachers, for responding to extremes of challenging behaviour?
Is it recognised by all staff and students that it is unfair for boys to take up more of a teacher’s attention than girls?

Further questions:

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C.1.8 | Teachers plan, teach and review in partnership.

Do teachers share in planning schemes of work for lessons and homework?
Are teaching activities planned so as to make full use of all adults present in the classroom?
Do teachers engage in partnership teaching?
Is partnership teaching used as an opportunity for shared reflection on the learning of students?
Do teachers welcome comments from colleagues on, for example, the accessibility of the language of instruction and the participation of students in activities?
Do teachers modify their teaching in response to the feedback from colleagues?
Do classroom and support teachers share in working with individuals, groups and the whole class?
Do teachers and other staff who work together provide a model of collaboration for students?
Do teachers engage with others in joint problem solving when the progress of a student or group is a cause for concern?
Do staff working in partnership share responsibility for ensuring that all students participate?

Further questions:

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C.1.9 | Teaching assistants support the learning and participation of all students.

Are teaching assistants involved in curriculum planning and review?
Are teaching assistants attached to a curriculum area rather than particular students?
Are teaching assistants concerned to increase the participation of all students?
Do teaching assistants aim to make students independent from their direct support?
Do teaching assistants encourage peer support of students who experience difficulties in learning?
Are teaching assistants careful to avoid getting in the way of young people’s relationships with their peers?
Are teaching assistants given a job description which reflects the range of duties they undertake?
Are all teachers familiar with the range of activities in the job descriptions of teaching assistants?
Is the space in classrooms organised so that teaching assistants can work with groups as well as a range of individuals?
Are teaching assistants paid for all the tasks they undertake, such as attendance at meetings, preparation of teaching materials and for training?
Are the views of teaching assistants sought about the nature of their job descriptions?
Is it recognised that some students with impairments may need a personal assistant, rather than a teaching assistant?
Are students with impairments consulted about the support they might need and the characteristics of the person who might provide it?
Is it recognised that personal assistants and teaching assistants may need to take on an advocacy role for some students?
Are attempts made to recruit male as well as female assistants?

Further questions:

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C.1.10 | Homework contributes to the learning of all.

Does homework always have a clear learning aim?
Is homework related to the skills and knowledge of all students?
Are there opportunities for recording homework in a variety of ways?
Does homework extend the skills and knowledge of all students?
Do teachers support each other on how to set useful homework?
Are students given sufficient opportunity to clarify the requirements of homework before the end of lessons?
Are homework tasks modified if discussion reveals that they are not meaningful or appropriate for some students?
Are there opportunities to do homework on the school premises, during lunchtime or out of school hours?
Is homework integrated into curriculum planning for the term/year?
Does homework encourage students to take responsibility for their own learning?
Do those who set homework ensure that it can be completed without assistance from parents/carers?
Are there opportunities for students to collaborate over homework?
Do students have choice over homework so that they can relate it to the development of their knowledge and interests?
Can students use homework to sustain an area of interest over a period of time?

Further questions:

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C.1.11 | All students take part in activities outside the classroom.

Can all students find activities which appeal to them?
Is there transport to enable students who have to travel far or have restricted mobility, to take part in after-school events?
Are all students encouraged to take part in music and drama and physical activities?
Can boys and girls take part in single-sex groups if there are activities in which one gender predominates, such as computer club, chess club or choir?
Are there opportunities for single-sex groups where mixed activities are prohibited on cultural, religious or other grounds?
Are children and young people discouraged from monopolising the space in the playground, for example for football?
Are students taught a repertoire of playground games that can include children with a range of skills?
Do students who are chosen to represent their classes reflect the diversity of students in the school?
Do students chosen to represent the school reflect the diversity of students in the school?
Are school trips, including overseas visits, made accessible to all students in the school irrespective of attainment or impairment?
Are all students given opportunities to take part in activities outside the school?
Are all students given opportunities to take part in activities which support and benefit local communities?
Do games and PE lessons encourage sport and fitness for all?
Do sports days include activities in which everyone can take part, irrespective of skill level or impairment?

Further questions:

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C. 2 Mobilising resources

C.2.1 | Student difference is used as a resource for teaching and learning.

Are students encouraged to pool their knowledge and experience, for example, of different countries, regions and areas of towns or about family histories?
Is the capacity of students to give emotional support recognised and used sensitively?
Do students with more knowledge or skill in an area sometimes tutor those with less?
Are there opportunities for students of different ages to support each other?
Are a wide variety of students chosen to tutor others?
Is everyone, irrespective of attainment or impairment, seen to make an important contribution to teaching and learning?
Are the variety of languages spoken by students used as an integral part of the curriculum and as a linguistic resource for language work?
Do students who have overcome a particular problem pass on the benefits of their experience?
Are the barriers to learning and participation of some students, for example in gaining physical access to a part of a building or to an aspect of the curriculum, used as problem solving tasks or projects?

Further questions:

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C.2.2 | Staff expertise is fully utilised.

Are all the skills and knowledge of staff known, not just those given in their job description?
Are staff encouraged to draw on and share all their skills and knowledge to support learning?
Are staff encouraged to develop their knowledge and skills?
Is the variety of languages spoken by staff used as a resource for students?
Do members of staff with particular skills and knowledge offer their help to others?
Are the differences in culture and background of staff drawn upon in curriculum development and teaching?
Are there formal as well as informal opportunities for staff to resolve concerns over students by drawing on each other’s expertise?
Do staff offer alternative perspectives on concerns about students?
Do staff learn from instructive practice and experience in other schools?
Are local special school staff invited to share their expertise with mainstream staff?

Further questions:

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C.2.3 | Staff develop resources to support learning and participation.

Do teachers develop shared, reusable resources to support learning?
Do all staff know of the resources available to support their lessons?
Does the library support independent learning?
Is the library organised so that it supports the learning of all?
Is there a range of good quality fiction and non-fiction for all learners in the variety of languages used by students?
Are appropriately adapted curriculum materials, for example, in large print, audiotape or Braille, available for students with impairments?
Is there a well organised video library?
Are computers integrated into teaching across the curriculum?
Is there a system for making effective use of educational television programmes within the curriculum?
Is e-mail and the Internet used efficiently by staff to assist teaching and learning?
Are all students given opportunities to communicate with others at a distance on paper, by telephone and by e-mail?
Is the Internet used efficiently by students to help with school work and homework?
Are cassette recorders used to support oral work across the curriculum?
Are new technological opportunities exploited when they become available, for example, voice recognition programmes, as a support for students who have extreme difficulty in writing?
Are worksheets used only when they are clearly understood by students and extend their learning?

Further questions:

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C.2.4 | Community resources are known and drawn upon.

Is there a regularly updated record of resources in the locality that can support teaching and learning?
This might include:
– museums
– art galleries,
– local religious centres
– representatives of community groups and associations,
– parish, town, city and council councils,
– local businesses
– hospitals,
– homes for the elderly,
– police service,
– fire service,
– voluntary bodies,
– sports centres and facilities,
– parks,
– water, river and canal authorities
– politicians
– ethnic minority leaders
– unions
– citizens advice bureaux
– libraries
– city and rural farms
– countryside authorities
– heritage and ancient building authorities
– train stations, airports, transport authorities
– study centres
– further education colleges, universities
Do members of the local communities contribute to the curriculum in school?
Are parents/carers and other community members used as a source of support in classrooms?
Are disabled adults involved in supporting students in the school?
Do people working in the area act as mentors to support students experiencing difficulties?
Are the resources available to some homes, such as reference material, drawn on to support all students?

Further questions:

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C.2.5 | School resources are distributed fairly so that they support inclusion.

Is there an open and equitable distribution of resources in the school?
Is it clear how the resources are assigned to support students of different ages and attainments?
Are resources directed at encouraging independent learning?
Are staff aware of the resources delegated to the school to support students categorised as ‘having special educational needs’?
Are resources, delegated to meet ‘special educational needs’, used to increase the capacity of the school to respond to diversity?
Are support resources directed at preventing barriers to learning and participation and minimising student categorisation?
Do staff review the use of delegated resources regularly so that they can be used flexibly to respond to the changing needs of all students?

Further questions:

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Source: Booth, T and Ainscow, M (2002): Index for Inclusion: developing learning and participation in schools. Published by the Centre for Studies on Inclusive Education (CSIE).