02. Step-by-Step Framework for Planning and Executing Inclusive Making Activities
This framework provides primary school teachers with a guide to planning inclusive making activities. It focuses on creating accessible spaces, selecting adaptable equipment, and using flexible teaching methods to ensure all students, regardless of abilities or backgrounds, can participate and thrive.
01. Understanding students
Goal: Assess and address the diverse needs of all students to ensure inclusive participation
Consider Additional Support:
Identify any students who may require additional support, such as visual or auditory aids, mobility devices, or alternative communication methods. This could be based on prior knowledge or observations during class.
Assess the Needs:
Start by reviewing any available student profiles or using a simple survey to gather information about students’ physical, cognitive abilities, and learning styles. This helps to understand the specific needs, including any sensory or communication preferences.
02. Inclusive Space Planning
Goal: Create a space that is welcoming and accessible to all.
Physical Accessibility:
Ensure the space is accessible for all students. If possible, arrange the room so that it is easy for students with mobility aids to move around. Ensure that doors are wide enough and consider using small ramps if necessary. If adjustable workstations (like height-adjustable tables) are not available, use simple adjustments (e.g., stools or raised tables) to accommodate various physical needs.
Safe Environment:
Even in spaces with limited resources, make sure all equipment is safe for use.
Even if you have limited resources, use clear, homemade or laminated signs to indicate how tools should be used safely. This could include illustrations or simple instructions.
Create a well-organized area where tools and materials are stored neatly and are easy to access.
Regularly check the condition of tools and materials, ensuring that everything is in good working order and that any faulty items are immediately removed.
Ensure proper supervision during the activity, especially when using tools that could pose safety risks. This will help prevent accidents and provide an opportunity to correct any misuse of equipment.
Quiet and Sensory-Friendly Areas:
If a dedicated sensory room is not available, designate a corner or a specific area in the classroom as a “quiet zone” where students can take a break if they feel overwhelmed.
Use simple tools like noise-cancelling headphones or soft materials (blankets or pillows) to help students regulate sensory input.
Social and Collaborative Spaces:
Arrange the space to allow students to work both individually and in small groups. Even in a room with limited space, creating flexible seating arrangements (e.g., moving tables or chairs) can encourage collaboration and teamwork.
Ensure that areas for one-on-one support are also clearly defined, perhaps with a teacher’s desk or a designated “quiet space” for individual support.
03. Equipment Planning
Goal: Ensure that all equipment is adaptable and accessible to different users.
Adapted Tools and Materials:
Provide a range of tools that can be used in various ways (e.g., large-grip scissors, adjustable-height tools, ergonomic tools).
Select software that works seamlessly with assistive technologies (i.e. keyboard alternatives).
Provide materials with multiple formats (e.g., an illustration, dance/movement, diagram, table, model, video, comic strip, storyboard, photograph, animation, or physical or virtual manipulative).
Assistive Technologies:
Use speech-to-text software, screen readers, or other accessibility tools for participants with visual or learning disabilities.
Ensure that digital tools (e.g., tablets, computers) are compatible with assistive devices like eye-tracking systems, adaptive keyboards, or voice-controlled technologies.
Social and Collaborative Spaces:
Arrange the space to allow students to work both individually and in small groups. Even in a room with limited space, creating flexible seating arrangements (e.g., moving tables or chairs) can encourage collaboration and teamwork.
Ensure that areas for one-on-one support are also clearly defined, perhaps with a teacher’s desk or a designated “quiet space” for individual support.
Instructional Aids:
Provide a variety of instructional aids that can accommodate different learning preferences and needs:
- Visual Aids: Use posters, diagrams, videos, and charts that present key information in a clear and visually engaging way. These aids help students who benefit from visual learning to better understand and retain information.
- Pictorial Instructions: Provide pictorial instructions or symbols, especially for students who may struggle with written language or who benefit from non-verbal cues.
- Alternative Communication Options: Where necessary, involve professionals such as sign language interpreters or special needs teachers to support students with specific communication needs, ensuring that all students, including those with hearing impairments or non-verbal learners, can participate effectively. Additionally, communication boards or other resources can be used to support alternative forms of communication.
- Interactive and Multi-Sensory Materials: Offer resources that engage multiple senses, such as tactile materials or hands-on tools, to support kinesthetic learners and those who benefit from physical interaction with learning materials.
04. Teaching Planning
Goal: Design a teaching strategy that is flexible, inclusive, and ensures everyone’s participation.
Flexible Teaching Methods:
The method used should incorporate flexible teaching methods, employing a mix of visual, auditory, and kinesthetic approaches to accommodate various learning preferences.
Tasks should be broken into small, manageable steps, and instructions should be provided both verbally and visually to enhance clarity for all students.
Group Dynamics:
Plan activities that can be done both individually and collaboratively, ensuring that all learners are included.
Encourage teamwork and peer support.
Create opportunities for everyone to contribute in meaningful ways.
Differentiated Support:
Provide tailored support for students based on their needs, such as one-on-one assistance, simplified tasks, or extra time for completing tasks.
Have a variety of resources available for learners at different levels (e.g., simple and advanced templates, tools for fine and gross motor skills).
Peer Learning and Collaboration:
Foster peer-to-peer learning, where students can learn from and support each other.
Use inclusive practices, such as assigning roles to individuals based on their strengths and abilities to promote an equitable environment.
Continuous Feedback:
Provide real-time, constructive feedback according to specific preferences, goals, and contexts to help students stay motivated and improve.
Encourage self-reflection using differentiated models (e.g., role-playing, video reviews, peer feedback).
05. Activity Planning and Implementation
Goal: Design and execute inclusive making activities that engage all students, respecting their diverse needs and abilities.
Activity Setup:
- Select a making activity that aligns with the learning goals and objectives. It should be accessible to students of all abilities and provide multiple ways for students to engage with the task.
- Clearly define the learning outcomes, ensuring they are achievable for all students, including those with additional needs. Consider both cognitive and practical skills that students will develop.
- Ensure that all materials are ready and accessible. Consider the range of tools needed for the activity and ensure that all students can use them, possibly with adapted tools or additional support.
- Design the activity so it can be adapted on the fly if needed, especially when certain students need more time, support, or simplified tasks. For example, provide alternative ways of completing the task (e.g., different tool options, extra assistance).
Activity Execution:
- Provide instructions in multiple formats (e.g., verbal, visual, kinesthetic) to cater to diverse learning preferences. Break tasks into smaller, manageable steps to ensure clarity for all students.
- Use strategies to connect new learning to prior knowledge (e.g., visual imagery, concept linking, or review techniques). Implement advanced organizers (e.g., KWL charts, concept maps).
- Continuously observe the students as they engage with the activity. Be ready to offer support where needed, especially for those students who may need additional assistance (e.g., offering one-on-one help or adjusting tasks).
- Foster group work and peer interaction to build a sense of community and allow students to support each other. Ensure that tasks within groups are allocated according to strengths and needs.
Inclusive Environment During the Activity:
- Ensure that all tools are safely adapted or accessible for students with different abilities. For example, large-grip tools for students with fine motor difficulties or audio-based instructions for those with visual impairments.
- Be aware of any sensory sensitivities (e.g., noise, light, textures) and adjust the environment accordingly. Allow students who feel overwhelmed to take breaks in designated quiet zones.
- If needed, collaborate with special needs teachers, sign language interpreters, or other professionals to ensure all students can participate fully. These professionals can help facilitate communication and provide targeted support.
06. Evaluation and Adaptation
Goal: Continuously assess and improve the inclusivity of the making activities.
Post-Activity Feedback:
Ask students to share their thoughts on the activity through simple feedback methods like short surveys or group discussions. You can ask them about how easy it was to use the space, equipment, and if the teaching methods worked for them. Encourage students to suggest any changes that might make future activities more inclusive and enjoyable for everyone.
Reflect and Adapt:
Use feedback to adapt future sessions, equipment, and the space for better accessibility.
Continuously update your resources and techniques to accommodate evolving needs and ensure that everyone feels included.
Extra Resources
Title: Learning Style Questionnaire
Type: Questionnaire
Source: University of Texas Learning Center, 2006
Language: EN
Short Description: It is a template survey to use with students for gather information about their learning styles.
Title: Learning Style Survey: Assessing Your Own Learning Styles
Type: Questionnaire
Source: Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi, University of Minnesota
Language: EN
Short Description: It is a template survey to use with students for gather information about their learning styles.
Link: https://archive.carla.umn.edu/maxsa/documents/LearningStyleSurvey_MAXSA.pdf
Title: Experiential learning
Type: article
Source: Cardiff Metropolitan University
Language: EN
Short Description: It is a repository where you can find information about Kolb’s theory of experiential learning.
Link: https://library.cardiffmet.ac.uk/c.php?g=712418&p=5146729
Title: Language learning styles
Type: article
Source: Magdalena Glinicka, Language Services Direct
Language: EN
Short Description: It is an online article where you can find information about the VAK learning styles model.
Title: Multimedia Learning
Type: Pubblication
Source: Cambridge University Press
Language: EN
Short Description: It is a publication by Richard E. Mayer on how combining words and pictures in instructional design can enhance learning.
Link: https://assets.cambridge.org/97805217/35353/frontmatter/9780521735353_frontmatter.pdf
Title: Cognitive Load Theory – Emrah Akman
Type: Report
Source: Emrah Akman
Language: EN
Short Description: It is an online chapter where you can find information about the cognitive load theory.
Link: https://www.emrahakman.com/wp-content/uploads/2024/10/Cognitive-Load-Sweller-2011.pdf
