Inclusive Teaching in Mathematics: Difference between revisions

In the main, you will adapt existing planning and teaching principles in order to include all pupils. This section responds to two considerations about planning and teaching mathematics:

*What is the best way to support the mathematical progress of pupils who have particular needs? For example, pupils learning English as an additional language or those with special educational needs, learning difficulties or disabilities.

*What are the most effective actions to take if any individual pupil or groups of pupils are not making expected progress?

In most cases the suggestions on the following pages involve adjusting existing practice rather than doing something new. For example:

*If you believe that pupils need to work together and to talk about their mathematics, the task is now to facilitate this collaboration more strategically for a pupil with emotional difficulties or a pupil who is not yet fluent in English.

*If you are working to develop a more open questioning style which allows pupils time to think, the task is now to choose questions so that pupils with misconceptions have them revealed and addressed.

The guidance that follows is based on strategies which have been tried and tested in the classroom. Each section includes references to further Strategy resources which will provide more background detail and more practical support.

* design lessons so that all pupils are included in ways that enhance their progress (see below)

*aim to keep an accurate picture of pupils’ progress towards their targets (see ‘Assessment and target-setting’)

*when underperformance is identified, make a swift and strategic response (see Intervention in mathematics).

* know the pupils well

* know the mathematics well

* respond to the learning

*Bilingualism is an asset and the first language has a continuing and significant role in identity, learning and the acquisition of additional languages.

*Cognitive challenge can and should be kept appropriately high through the provision of linguistic and contextual support.

*Language acquisition goes hand-in-hand with cognitive and academic development, with an inclusive curriculum as the context.

*it is part of the planning process of the whole department and is embedded in the usual planning format

* it takes account of the prior learning of the pupils, whether in the UK or abroad

*the role of additional adults with EAL expertise and/or bilingual or multilingual skills is clearly indicated and they are either involved in the planning process or have plans shared with them at the earliest opportunity

* contexts for learning are relevant, motivating and culturally inclusive

*it takes account of the language demands of the curriculum, including the use of subject- specific vocabulary where words have specific meanings in mathematics that are different from their ordinary use (e.g. mean, power, root) and grammatical complexities such as comparatives, conditionals and connectives

*it provides opportunities for speaking and listening, collaborative work and other strategies for language development

*consideration is given to the language of the task, how the pupils are grouped, and use of first language for learning.

Language learning styles vary and some pupils will not want to speak until they feel confident that they can produce an accurate and complete utterance. A silent period, where pupils are learning receptively by listening, is a natural stage that many early-stage learners of EAL go through.

Adapt your questioning so that EAL learners feel included and are encouraged to contribute orally when they are ready to do so.

Acquisition of academic language will usually take considerably longer to develop than social language. Try not to compromise on the cognitive challenge in the mathematics and use bilingual approaches strategically<nowiki>;</nowiki> for example, pupils’ understanding can be supported by exposing and discussing common misconceptions using the first language.

You will need to think carefully about how to build on the knowledge EAL pupils bring to a sequence of lessons. Encourage other pupils and teaching assistants to provide a listening focus by using additional props and prompts as they explain and discuss during lessons. Try to model this in your whole class work by using images and models, making appropriate use of ICT where possible. Offer further support by providing note-taking frameworks and pre-teach specific vocabulary.

When pupils arrive in school, their prior knowledge of mathematics must be assessed across a range of strands of mathematics and a range of levels. Assessments can use either English or a language with which the pupil is familiar. It is helpful if someone from the mathematics  

department is involved in the assessment. Bear in mind that some pupils will find questions set in context more difficult to interpret, so provide a range of question types. Assessment activities should be as practical as possible and be modelled for the pupil. The ease and confidence with which they approach or carry out the task from the cues given will be crucial elements affecting the judgment you reach. This is not a ‘test’<nowiki>;</nowiki> it is Assessment for learning and should result in both teacher and pupil having a sense of what needs to happen next to support learning.

SEN Code of Practice 2001 5.15

Approximately 20 per cent of the school population is defined as having special educational needs (SEN) and/or learning difficulties or disabilities (LDD).

Some of these pupils will also have learning difficulties linked to social deprivation and some pupils with special educational needs will also have disabilities. The learning difficulties encountered are often, but not always, associated with literacy and numeracy development and are sometimes aggravated by missed or interrupted schooling, perhaps due to long-term medical conditions.

* entitling all pupils to equal access to a full learning entitlement, whatever their starting point

* ensuring that there is high quality, differentiated assessment of individual need

* managing and liaising with additional adults

*planning lessons effectively to ensure appropriate progress, and differentiation using the ‘Waves model’ for intervention and making use of the National Strategy progression maps to identify suitable curricular targets at class, group or individual levels (see ‘Intervention in mathematics’)

* ensuring that unit and lesson plans include a suitable range of objectives

* using a variety of teaching and learning styles

*using data effective assessment to check pupil’s understanding against learning objectives, in class and over timeto track pupils’ progress against curricular targets (see ‘Assessment and target setting’)

*using a mix of whole class, small group, paired and individual work to allow the support and development of individuals’ needs

*presenting information in a variety of forms – diagrams, models, verbal explanations and written explanations – to ensure accessibility

*providing structure for longer tasks<nowiki>;</nowiki> for example, through the use of speaking or recording frames.

A smaller number of pupils may need access to specialist equipment and approaches, or to alternative or adapted activities. There may be pupils in a class who need support in order to take part in whole-class work.

*specific help with the recall of mathematical facts, to compensate for difficulties with long- or short-term memory

*help with the interpretation of data represented in graphs, tables or charts, to compensate for difficulties with visual discrimination

*access to tactile and other specialist equipment for work on shape, space and measures, to overcome difficulties with sight or in managing visual information

*help with interpreting or responding to oral directions, to compensate for difficulties with hearing or in auditory discrimination

*tasks designed to have smaller steps, which hold pupils into the content and pace of the lesson.

There will be occasions when it is also appropriate to seek advice and further support from the leadership team, other professionals, outreach from special schools and external specialists., as described in the SEN Code of Practice or, in exceptional circumstances, through a statement of special educational need.

All schools are required to make ‘reasonable adjustments’ to enable pupils with physical difficulties to access the statutory curriculum. Support for most pupils with physical or sensory disabilities will generally take place in mainstream lessons as they work on the same mathematics programme as their peer group. Modifications to materials, equipment and furniture can help to meet the pupils’ particular needs so that they can work alongside their peers. For example, some pupils may need to use ICT to assist them in reading or recording their work. Pupils with hearing or visual impairments may need to be appropriately positioned in a class or helped to take part in an activity through signing or support by another adult.

Other adaptations which may be necessary include preparation for oral and mental work and the pace at which it is conducted, the use of signing, Braille and symbols, and the provision of materials that can be physically manipulated, including specific ICT aids and adapted measuring equipment.

Although pupils with disabilities often need time to become proficient with aids, expectations for them should remain high, with the focus on giving them maximum access and independence.

Many pupils with emotional and behavioural difficulties have poor literacy and numeracy skills as a result of their inability to maintain concentration and persevere with tasks. They can be supported by