Sharing Student Projects

"Bereavement in primary schools is a crucial aspect of inclusion, as it directly impacts a child’s emotional and social well-being. Inclusive education aims to provide all children with equal opportunities to succeed, recognising that bereavement can present significant challenges that require tailored support. According to Child Bereavement UK (2021), traumatically bereaved children experience distress beyond typical grief, which can often go unrecognised by educators and caregivers. As a result, schools play a pivotal role in ensuring that these children feel understood, supported, and included in the learning environment. A key component of inclusive practice is acknowledging that children respond to grief in different ways. Some may withdraw, struggling with concentration and engagement, while others might exhibit behavioural challenges that stem from heightened stress levels (Anna Freud NCCF, 2022). In my placement, I observed a pupil who had recently lost a close family member. Initially, they displayed withdrawal behaviours, often disengaging from class discussions and group tasks. Recognising this, the class teacher implemented strategies that promoted emotional expression, such as guided journaling and participation in structured group activities. These small adjustments allowed the pupil to gradually re-engage with learning, demonstrating how inclusive practices can create a sense of belonging.

Literature highlights key strategies to support bereaved children in mainstream classrooms. The Trauma and Grief Network (n.d.) emphasises the importance of communication, trust, and care, which can be fostered through consistent routines, honest discussions, and opportunities for participation in extracurricular activities. In my experience, I have seen how reliable routines and designated safe spaces help grieving children manage overwhelming emotions. For example, a ‘calm room’ in the school provided all children with a quiet retreat when needed, enabling them to self-regulate and return to learning when ready, this space was monitored at all times by a member of staff.

A whole-school approach is essential to addressing bereavement inclusively. The Department for Education (2016) underscores the importance of fostering emotional resilience through activities like music, art, and cultural events. During my placement, I noticed how creative expression helped bereaved pupils process their emotions. In one instance, a class project involving poetry and storytelling encouraged a child to articulate feelings of loss in a safe and supported environment. This approach aligns with the UK Trauma Council’s (2021) recommendations, which advocate for trusted relationships, home-school collaboration, and continuous monitoring of children’s well-being.

However, there are barriers to ensuring effective support for bereaved children. The Department of Education (2018) highlights challenges such as limited staff training and delayed mental health support, which can hinder timely interventions. During my placement, I observed how time constraints and curriculum pressures made it difficult for teachers to provide consistent emotional support. This reinforces the need for structured professional development, equipping educators with the skills to identify and respond to grief-related needs effectively.

Adapting lessons to support bereaved children requires sensitivity and flexibility. Tian and Cook (2012) suggest creating opportunities for emotional expression and integrating discussions about bereavement into class reading. In practice, I have seen how literature can help normalise grief and reduce stigma. For instance, reading a book that subtly addresses loss provided a bereaved pupil with an entry point for discussing their feelings, reinforcing the importance of embedding inclusive narratives within the curriculum.

Ultimately, inclusive education for bereaved children involves a multi-faceted approach, combining emotional support, structured interventions, and strong relationships. By embedding these practices into daily school life, educators can help grieving pupils navigate their emotions while continuing to access meaningful learning experiences."

"This poster discussion and my reflection on inclusive practices in general have significantly deepened my understanding of effective teaching, particularly in addressing misconceptions, managing cognitive load, and fostering psychological safety. Vygotsky’s theory of assisted problem-solving has reinforced the importance of providing structured support, ensuring that learning remains within students’ zones of proximal development (Gredler, 2012). This highlights the role of scaffolding in enabling students to engage with challenging tasks while developing independent problem-solving skills. Cognitive load theory has emphasised the need to carefully sequence lesson content, breaking down complex concepts into manageable steps to prevent cognitive overload (Shibli & West, 2018). By structuring lessons effectively, I can help students retain and apply knowledge more successfully.Additionally, the importance of psychological safety in the classroom has become increasingly clear. A secure learning environment fosters engagement, encourages risk-taking, and supports both academic and personal growth (Hardie et al., 2022). When students feel safe to express their ideas without fear of judgment, they are more likely to participate actively and develop confidence in their learning. Recognising this, I will continue to prioritise creating an inclusive and supportive classroom culture.

These insights will directly shape my future teaching practice. I will strive to implement strategies that balance challenge with support, ensuring students have the guidance needed to develop their understanding. Furthermore, I will be mindful of lesson design, aiming to reduce unnecessary cognitive demands while maintaining high expectations. Ultimately, this reflection has reinforced the importance of being intentional in both instructional methods and classroom management, ensuring that all students are given the best opportunities to succeed."

"This summary will expand further on attention deficit hyperactivity disorder [ADHD] by elaborating on the information presented on the poster, such as strengths, challenges and barriers to accessing age-appropriate curriculum for children with ADHD. Additionally, there will be suggested strategies and resources supported by literature of ways children with ADHD can be supported in the classroom and their individual needs met. Attention deficit hyperactivity disorder [ADHD] is a lifelong neurodevelopmental disorder, that ranges on a spectrum of severity. ADHD is the most common neurodevelopment disorder in the UK, it is estimated to be prevalent 2-5% of school-aged children, and most prevalent in boys (ADHD UK, no date). ADHD impacts upon children’s ability to focus, regulate impulses and complete tasks in an effective time manor. As ADHD is a neurodevelopmental disorder it impacts on children’s academic success and personal development. Even from pre-school age research has found children with ADHD or who present symptoms of ADHD are behind their fellow classmates in school readiness and basic academics (May et al., 2021). This highlights the importance for teachers and educators to begin implementing strategies to break the barriers to learning from as early on as possible to ensure the gap closes rather than opens.

To help begin to break barriers to learning teachers can use strengths of children with ADHD to further their learning and personal development. White & Shah (2011) suggested children with ADHD often are creative thinkers and are novel problem solvers due to being more flexible thinkers. Their creativity can generate different ideas and thoughts through using their imagination. Therefore, it is important to implement opportunities to allow creativity i.e., art, DT or creative writing, or using their problem-solving skills for practical activities such as experiments. However, although their creativity is a strength it may require some guidance or structure to ensure they are meeting the desired learning outcomes. Similarly, with hyper-focus, using a personal interest can engage and enhance learning as they are passionate about the topic or subject, and their concentration lasts on the activity.

Although this is a strength and can encourage a love for learning, it is important structure remains within the lesson and classroom as hyper-focus can remain for extended periods of time and become difficult to move the child to a different task, lesson etc., (Hupfeld et al., 2019). Therefore, the role of the teacher is to ensure the child is aware there will be a requirement to move on, for example the teacher may use a now and next board to provide understanding and a prior warning of what is to come.

Moreover, using strengths such as hyper-focus and creativity can help children with ADHD access the curriculum to develop their learning, but children with ADHD often need support with their personal development too. A barrier to children with ADHD can be low self-esteem and frustration, as they potentially may struggle academically or be subject to negative feedback from their teachers due to lack of concentration, impulse control etc., (Kofler et al., 2018). As a result, children can become disengaged from their learning and classroom activities. This emphasises the importance of the teacher to understand there may be a reason for disengagement in the lesson and to not misinterpret a child with ADHD’s behaviour for laziness or defiance. But instead recognise their struggle and make a conscious effort to be supportive and use praise and positive reinforcement to engage the child in the learning and provide access to the curriculum (Graham et al., 2011).

However, a greater barrier to accessing the curriculum is cognitive function because ADHD can impact on working memory load, organisation and sustained attention, makes following a typical lesson structure difficult i.e., sustained focus on one task. Furthermore, without appropriate support the struggle to focus and comprehend an overload of information can hinder their academic progress (Barkley, 2014). To help bridge the gap due to a struggle of retaining new information, teachers should try to implement flexible, interactive and less rigid structures (Daley & Birchwood, 2010).

Implementation of strategies to support a child or children with ADHD may vary, as McDougall et al (2023) stated it is not a “one size fits all” approach to support but rather a responsibility of the teacher to develop an understanding of the individual child and their needs. Furthermore, teachers should also recognise the importance of a strong relationship, so the child or children feel comfortable to ask for help and support and in return feel they are supported and valued in the primary classroom.

Although support may vary with each child, research has suggested strategies to support individuals with ADHD. DuPaul & Stoner (2014) proposed several strategies to support children with ADHD in the classroom these included using visuals like timetables to prepare them for the day, checklists and step by step instructions to help enhance organisation and place less pressure on their memory.

Furthermore, many proposed strategies included behavioural and social support such as self-regulation techniques the child can use when they feel it necessary, find a reward system suitable that motivates the child, set goals with the child that they can self-monitor and praise goals that are met (McDougall et al, 2023). Lastly, it was highlighted the need to make adaptations to accommodate needs, this could be chunking, extra scaffolds, visual representations but for assessment it may include additional time, brain breaks or different ways of assessment like oral rather than writing (DuPaul & Stoner, 2014). Through making appropriate adaptations but providing structure and routine, it can create an environment where children with ADHD can thrive academically and socially."

Inclusive educational practice is a responsibility for a teacher to continuously be flexible and make adjustments to ensure barriers to learning are removed, this is an appropriate expectation that should be met for every lesson. In order to effectively adopt an inclusive classroom environment, it relies on the knowledge and understanding of the teacher, with emphasis being placed on the teachers understanding of the needs of all individual pupils in their classroom. Furthermore, the relationship between pupil and teacher, creating a strong relationship where children feel valued, heard and confident learners will provide the foundation for equity and inclusion. This is because as pupils feel supported, they will inherit self-belief that they can achieve the same as all the other pupils in their classroom, allowing their academic and social development to flourish and continuously progress. It is also important to highlight equity, adaptive teaching or reasonable adjustments are only valuable and effective when they continue to challenge learners and ensure the expectations or desired outcomes are still met. Providing different tasks or removing children of different attainments, learning needs, disabilities or EAL children is not inclusive practice. Therefore, teachers must be knowledgeable and confident in their ability to understand the needs of their pupils, and any strategy, resource etc., they may implement must adopt a successful inclusive classroom where every single individual child can thrive and continuously demonstrate academic progress.

Through developing a deeper understanding of inclusion and equity it has encouraged me to continuously be mindful of ensuring my teaching is accessible for all learners whilst also setting high ambitious targets for all learners within the classroom. By ensuring I am continuously setting high targets and monitoring for progress, adjusting targets when needed or necessary it will impact the effectiveness of my teaching on pupil’s progress. Furthermore, finding supportive research of a variety of strategies to support pupils, specifically those with ADHD, highlighted the importance of implementing and trialling different strategies to remove any existing barriers to learning. Thus, promoting academic success and personal growth for every pupil in the primary classroom.

However, I need to be mindful of implemented strategies or resources through ensuring for example any scaffold I provide still enables the learner to feel challenged and demonstrate to themselves they are an able confident learner. As inclusive educational practices stem from the foundation that every single child is an able learner with the ability to continuously progress and develop. "

"The poster I created defines anxiety, its symptoms, how it can present barriers to education and how inclusive techniques which teachers can implement to support anxious children can strengthen the classroom environment for all. I chose this focus because there has been significant media and educational discussion about the increasing anxiety in children since COVID-19 and how this has impacted attendance and attainment (McDonald, 2024). I have a professional interest in anxiety as I believe it is often misunderstood and labelled as other conditions, such as behavioural difficulties. However, I feel that with the application of inclusive strategies, anxiety in children can be successfully supported. Discussion of poster:

Anxiety is a disorder defined by feelings of worry and dread often resulting in behavioural and physical symptoms (Headly and Campbell, 2013). This poster discusses how teachers can successfully implement inclusive practices to support children with anxiety in the classroom. Anxiety is often a secondary symptom of other disorders or events such as adverse childhood experiences or depression (NHS, 2023). Therefore, anxiety should be treated as a symptom and an investigation into possible triggers should be conducted. Anxiety also disproportionately effects girls, children whose home lives are or have been unstable and children with SEND (Anxious Minds, 2025). Childhood anxiety has increased since the COVID-19 pandemic, highlighting the need to support those struggling (Lancaster, 2023). This increase represents a challenge for teachers in effectively implementing inclusive strategies to support these children.

This poster highlights the signs of anxiety that are important to identify in children, alongside suggesting strategies to use in the classroom to promote inclusive education and support children with anxiety. One signifier of anxiety is having poor attendance or punctuality, since children with anxiety can struggle with transitions and busy places such as schools (Finning et al, 2023). Furthermore, anxiety can present in physical symptoms such as digestive issues, often confused for illness, leading to further absences (Finning et al, 2023). Therefore, a focus on calm and predictable transitions is a good way to begin to ensure the child’s presence in the classroom. During my placement, I observed the use of visual timetables to demonstrate what is happening throughout the day, helping children with transitions and allowing for predictability. These were used alongside clear expectations, outcomes and instructions. These strategies were used exceptionally within the reception class I observed, where the teacher modelled using the visual timetable throughout the day. Those with anxiety are often concerned about uncertain scenarios and therefore using consistent consequences and expectations allow children to understand outcomes of various scenarios (Early Years Careers, 2025). This strategy is also useful for those who struggle with other disorders such as autism, demonstrating good inclusive practice (Early Years Careers, 2025). Throughout school-based observation, I witnessed that where teachers did not use visual timetables, it appeared to have significant impacts on pupil anxiety and resulting behaviours. Where used consistently it created calm, focused and engaged children.

Moreover, children with anxiety can struggle to form and sustain relationships (NHS, 2023). Additionally, they may find it difficult to display or regulate emotions, resulting in outbursts, often presenting in various ways such as anger or hypersensitivity (NHS, 2023). The regulation of emotions and ability to sustain peer relationships should be addressed by teachers as a way of teaching social and emotional learning. While this may require a targeted approach such as interventions if these needs are more severe, there can be ways that this can be approached as a class. Implementing engaging resources within the classroom such as videos and books about anxiety is a useful way of addressing the topic, normalising the discussion of feelings and creating a safe and positive classroom environment (Bibi and Wilson, 2025). I have given some examples of books, which address anxiety, that may be useful to implement into story time or class bookshelves. Moreover, I have observed mood cards and break out areas effectively used to model emotional communication and regulation, developing with children their ability to express their feelings and emotional regulation strategies (Macklem, 2007). While these are effective techniques, sometimes further interventions, whether that is to work on relationship building or a focus on learning, are required.

Anxiety may also present in poor concentration and restlessness such as fidgeting which may also be a result of poor sleep (NHS, 2023). Within my inclusion placement, I saw effective use of fidget toys, wobble cushions and brain-breaks to support children. Without these, poor concentration along with other symptoms of anxiety can have an adverse effect on academic attainment. As explained on the poster, it is important for teachers to understand their role in inclusive classroom practice and the impact their actions can have on the children’s futures. Through recognising anxiety and adapting for this, they can help shape the children’s lives reducing the likelihood of further mental health disorders."

In conclusion, it is evident how impactful inclusive educational practice is on children’s outcomes and experiences. Good inclusive practice can have a transformative impact on children’s attainment through teachers providing careful scaffolds to support needs that appear to impact children’s learning. Moreover, I have learnt how important it is in regard to identity within inclusion and the growing relevance of this due to the population of learners becoming more diverse. Through recognising children’s differences, this can elevate engagement and self-esteem, thus benefiting their attainment. Furthermore, by focusing on how to support children with anxiety in the classroom, it has demonstrated how beneficial different techniques can be to children and how carefully implementing these strategies can help overcome anxiety and as a result aid their academic attainment. Despite inclusive practice focusing on identified needs or differences, this essay has also shown me how inclusive educational techniques can benefit all, demonstrating the strengths of inclusive education and the importance of teacher’s roles. This essay has provided me with a deeper understanding of how to ensure my own practice is inclusive. As discussed earlier, I will try to find ways where I can incorporate areas of discussion about identity into my lessons; to create a representative and engaging classroom for learners of all identities, since it is highlighted how important it is for children to feel valued and represented in all areas of study. I will try to build a strong rapport with my class to ensure that discussion about any struggles can be communicated and that I can identify and support their needs. I now feel confident in planning lessons to ensure inclusion in the classroom by following the core content framework guidance, so all children can access the lesson’s content.

Furthermore, it is important that teachers understand their professional duty in providing inclusive education for all. Holding high expectations of children in the classroom is central to optimal inclusivity and building the children’s self-esteem. Despite this, inclusive educational practice requires an equitable approach. Teachers should be conscious that children will not have the same prior knowledge and therefore should be prepared to provide scaffolds to ensure optimal educational attainment for all learners. Teachers must understand that children learn at different rates and therefore to ensure children are receiving an inclusive education, teachers should be responsive and adaptable to meet the needs of children who may require additional support. Inclusive educational practice can range from slight adjustments that the teacher makes within lesson time, to more targeted, individualised interventions which should be implemented if significant difficulties in meeting age-expected levels of attainment arise."

While the poster below summarises anxiety within the primary classroom, this discussion shall elaborate on some key findings. I will divide my discussion into three sections: 1. The prevalence of anxiety in the primary classroom.
2. Strengths and challenges of anxiety.
3. Inclusive strategies to support children with anxiety.

1. The Prevalence of Anxiety in the Primary Classroom
As outlined in the poster, 40% of anxiety conditions develop before the age of fourteen (Manley et al., 2023). In fact, anxiety is the most common mental health issue experienced by children (Headley et al., 2013; Polanczyk et al., 2015). These statistics highlight just how important the primary classroom is for supporting children with their mental health (Manley et al., 2023).
Sweeney and Pine (2004) define anxiety as an emotional state relating to a feeling of fear. But it is important to distinguish between normative levels of anxiety and what Eysenck (1997, p.32) calls ‘excessive anxiety’ (Headley et al., 2013). Anxiety is a natural response to a perceived threat, and it is especially common in children (Headley et al., 2013). However, excessive anxiety occurs when an individual feels unreasonable levels of fear in response to a situation with little or no real threat (Eysenck, 1997). This feeling of fear can become constant, and it can impact an individual’s ability to function day to day (Headley et al., 2013; Manley et al., 2023).
In studies, and in society, anxiety is often referred to as a ‘disorder’ or a ‘problem’. However, this discussion will refrain from using such definitions. Some studies suggest these terms create a stigma which can isolate the individual and ignore the experiences that may contribute to their anxiety (Smail, 2005; Laing, 2010). In terms of inclusive practice, it is important to recognise the personal circumstance of a child and how this might contribute to their anxiety.

2. Strengths and Challenges of Anxiety
Some studies, such as Manley et al. (2023), suggest that excessive anxiety can have an adverse impact on all aspects of a child’s life. Anxiety is often internalised, meaning children hide their feelings and often struggle on their own (Headley et al., 2013). In this sense, there are notable barriers that anxious children might face in the classroom. They are more likely to be absent from school, which can create gaps in learning that may be difficult to address (Last and Strauss, 1990; Csóti, 2003). Also, the more school that an anxious child misses, the more likely they are to perceive school as a threat that triggers their fear response (Csóti, 2003). Even when anxious children do make it into school, they may present avoidance behaviours such as work refusal or disengagement which also impacts their learning (Campbell, 2006). Overall, regardless of how a child’s anxiety presents itself, their learning is likely to be negatively impacted without the correct support (Headley et al., 2013).

Although, Eysenck (1997) found that in some circumstances excessive anxiety can actually improve school performance. A child may push themselves and perform better due to a fear of failure (Eysenck, 1997). However, I would argue this cannot be discussed as a ‘strength’. Concerns arise as to the mental cost at which this academic achievement is attained. As already outlined, the internalising nature of anxiety is perhaps the most dangerous aspect of the condition (Headley et al., 2013). It is important that teachers remain vigilant and aware that anxiety can present itself in different ways for different children. That is why an inclusive approach, which meets individual needs, can be so effective when supporting children with anxiety.

Despite all of this, it is important to not focus solely on the negative outcomes that children with anxiety might face. Headley et al. (2013) suggests that when anxious children are properly supported in school they are more likely to develop positive self-talk strategies that they can utilise in the future. In relation to Social and Emotional Learning (SEL), skills such as mindfulness and self-regulation are important for any child’s future. As NICE (2013) outlines, if anxiety worsens it can increase the chances of a child developing other mental health conditions in the future. Therefore, it is important that children are given the correct support and taught how to create a positive relationship with their mental health (McLeod et al., 2007).

3. Inclusive Educational Strategies
In terms of mental health, school budgets often struggle to stretch to pay for school based interventions such as counselling (Ainscow et al., 2016; Manley et al., 2023). Alongside this, children’s mental health services in England are overwhelmed by rising demand (Thorley, 2016). Therefore, teachers have a key role to play in supporting children with anxiety.

An issue that is highlighted repeatedly in the literature surrounding anxiety in the primary classroom is that teachers feel ill equipped to support anxious children (Headley et al., 2013; Manley et al., 2023). Even though anxiety commonly emerges at primary age (Headley et al., 2013; Polanczyk et al., 2015), Manley et al. (2023) found the majority of teachers lack confidence on the subject.

In response to this, Manley et al. (2023) suggest that altering your daily routines as a teacher is an effective way to support anxious children. By instilling an inclusive classroom ‘culture of opportunity for everyone’ (Cremin and Burnett, 2018, p.138), the teacher can ensure that anxious children are assisted and able to access the curriculum fully (DfE, 2013). For example, during my SE1 placement, I observed how the teacher set up a ‘mindfulness minute’ each day. Pupils were given time to self-regulate their emotions, and the teacher encouraged the class to share positive affirmations with their peers. This strategy allowed everyone, but especially the anxious children within the class, to relax and feel comfortable in the classroom ready to learn.

In relation to this, Byrne and Clark (2024, p.768) distinguish between ‘anxiety promoting’ and ‘autonomy promoting’ responses in the classroom. Some classrooms can be strict and authoritarian. This behaviourist-style approach, in which pupils take a passive role and are expected to absorb information from their teacher, is anxiety producing for pupils (Hargreaves et al., 2017; Byrne and Clark, 2024). Children are scared to put forward answers or be involved in learning due to a fear of being told off. Instead, teachers should aim to create an inclusive environment that lacks hierarchy (Cremin and Burnett, 2018). Daily routines should promote pupil autonomy, valuing encouragement and improving problem solving skills (Byrne and Clark, 2024). I witnessed the implementation of this approach to support an anxious child during my inclusion placement. Children were invited to share their thoughts in lessons, and the teacher ensured that children were supportive with their peers’ ideas. As a result, classroom engagement was good. But also, a particularly anxious child began to feel more at ease when coming into the classroom.

Overall, this assignment has allowed me to develop a deeper understanding of the meaning of ‘inclusion’ within the primary classroom. I have discussed the topic through a focus on the NC (DfE, 2013), which has helped me to grasp the importance of setting high expectations and removing the barriers to learning that individual children might face. Through the analysis of relevant academic literature and reflecting upon my own placement experiences, I feel much more confident as a teaching in training approaching the idea of inclusion. I feel well equipped to be able to implement inclusive strategies such as dialogic teaching (Alexander, 2008), the correct use of groupings and creating a curriculum representative of my pupils’ experiences. Going forward I plan to make scaffolding a pivotal part of my planning process, in order to ensure all children can access the same curriculum. I will also be mindful when utilising additional adult support within the classroom, this will guarantee that pupils are not disadvantaged by being distanced from the main learning objective and success criteria of the lesson. As a teacher, it is important to remember that a single class is made up of up to thirty individuals with a variety of different life experiences. It is important that the classroom is an inclusive space for this diversity. In terms of my professional development, I want to create a culture based on equity and diversity in my future classroom. I now know from my research just how important inclusive educational strategies can be for learning outcomes in the primary setting.

My chosen focus area for the poster of this assignment was on supporting children with autism in the primary classroom. I have chosen this topic because many children that I worked with during my inclusion placement presented with autism. I really enjoyed working with some students who had autism across different year groups as it helped widen my understanding of their strengths and challenges. Moreover, observing the potential barriers these children may face in a primary classroom, allowed me to deepen my knowledge on how I can implement strategies in my teaching and practice to overcome barriers to learning and acknowledge and celebrate the strengths that children with autism may bring to the classroom. Not only will this enhance those pupils’ learning, but it will also ensure that they feel validated and respected. I will further discuss the importance of a supportive classroom for children with autism drawing on relevant literature and how teachers can adapt learning styles to accommodate for learners with autism to ensure they are given every opportunity to meet the National Curriculum (NC).

My poster focuses on supporting children with autism in the primary classroom. As described in my poster, autism spectrum condition (ASD) is known to affect how individuals interact, communicate, and behave with others (National Institute of Mental Health, 2025). ASD is known to be a neuro-developmental condition because it affects how a person’s brain develops resulting in varied abilities to socially communicate and interact with other people (Burgio, 2021). Moreover, ASD is described as a spectrum condition because no two individuals are the same and can present different characteristics of the condition (Campisi et al., 2018).

Children with autism may experience certain barriers in the classroom that may challenge their learning and progress. One example that my poster highlights is challenges to executive functioning. Some children with autism may find it difficult to engage in a prompt and organised way in lessons, therefore, may struggle with whole class discussions, managing homework or switching between activities (Frazier et al., 2022). This may be due to impairments in their ability to plan and process instructions. Research suggests how some children with autism may portray difficulties with executive functioning tasks when they are associated with high levels of uncertainty (Kenny et al., 2024). This may be because they are more dependent on situations they can control, therefore, any miscommunication in instructions may lead to executive challenges and anxiety amongst some children with autism (Livingston et al., 2019). This may also be linked to challenges in social skills as some children with autism may find it difficult to interpret social cues, facial expressions, and body language (Kasari et al., 2015).

During my placement, I noticed one child with autism who found it challenging to transition between lessons and switching from tasks. I observed how they responded to instructions from the class teacher and how they became distressed if it was time to move onto another subject if they had not finished their previous activity. Therefore, teachers can account for these challenges to allow for an inclusive learning environment for children with ASD. One way they can do this is by implementing clear and consistent instructions through visual support. I observed the class teacher on placement use now and next boards which were helpful in preparing children for their next instruction. Similarly, research also shows the importance of positively communicating with children with autism can help them to better understand their needs and how to enhance their learning environment (Hendy, 2023). It is important to note that this is just one example and that there are many challenges that different children with autism may present with and may react differently.

Despite some of the challenges that children with autism may experience in their learning, there are many considerable strengths that they may bring into the classroom, and it is important for teachers to acknowledge and celebrate these. One strength that children with autism may show is having a strong memory. During my placement, I noticed that one child with autism was able to remember the names of different car makes and would have the same conversation with me every day, asking what car I drive and what colour it is. I would ask them if they could remember, and they would give me the correct answer each time. Research portrays how some children with autism can be extremely attentive to details and can recall larger amounts of information such as conversations (Southwick et al., 2011). Another strength children with autism may bring into the classroom is creative and artistic talents. Some children with autism may prefer creative learning as it encourages self-expression (Paola et al., 2020). Teachers can celebrate these strengths in the classroom and implement creative activities to enhance the learning environment for children with autism. Furthermore, positive reinforcement strategies can increase motivation in students and desired behaviour. Research shows how tailoring these to the interests of students with autism has increased effectiveness, moreover, these strategies can also be used with the whole class to creative an inclusive and positive learning environment for all learners (Wilson et al., 2017).

In conclusion, this assignment explored literature around inclusive education practices and how these can be implemented in primary classrooms. It also accounted for my personal reflection on inclusive strategies observed throughout my placements. My chosen focus on autism for the poster of this assignment has allowed me to gain a valuable understanding of the ways in which teachers can adapt lessons and include strategies such as visual aids to enhance the learning and progress of children with autism. Moreover, observing some children with autism on placement has helped me to recognise and celebrate the strengths these children bring into the classroom. In addition to this, the general literature review around inclusive teaching practices has portrayed the importance of creating a teaching environment where all students feel valued and supported. My inclusion placement has also highlighted the benefits of recognising and accommodating diverse cultures in the classroom to allow every child to feel a sense of belonging and enhance their engagement in class. As a trainee teacher, observing inclusive strategies used by teachers across my placements and finding supportive literature emphasising the effectiveness and importance of these strategies has enabled me to consider how I can incorporate these strategies in my future teaching and practice. Some of the strategies that I will incorporate into my classroom are the use of visual timetables and culturally diverse role models in my teaching as well as displayed in the classroom. This will aim to promote an inclusive learning environment for all students and ensure they have equitable access to learning opportunities to meet the NC and progress academically.

The focus of my poster is children with autism and the poster touches on the definition of autism, strengths, challenges and strategies to support. These areas require a greater depth explanation which I will elaborate on in this section, referencing literature. The definition included in my poster was from The National Autistic Society which defines autism as “a lifelong developmental disability that affects the way that a person communicates and relates to the people around them.” I wanted to draw attention to how girls with autism present very differently and autism can often go unnoticed due to masking and ‘females are more likely than autistic males to be aware of difficulties with pragmatic, language and social behaviours’ (Sturrock et al., 2020). There are a wide range of challenges and barriers to learning that may affect children with autism which includes sensory issues, difficulties with social communication and language, social and emotional interaction, and flexibility of thought. During my inclusion placement, I encountered pupils with sensory issues and upon observation as well as discussion with expert teachers, I learnt how it can affect learning, and I also was informed about sensory circuits. Some pupils with sensory issues may be hyper responsive (sensory avoiding) or hypo responsive (sensory avoiding). Wood, et. al. (2019) asserts that ‘different types of sensory input are a deep necessity’ and if this is not accessible for children in school they might struggle to concentrate and learn. In my inclusion placement, I had the opportunity to observe and practice sensory circuit activities with pupils for alerting and calming, including the use of a peanut ball and weighted vests. After these sensory circuits, I could immediately see the positive impact on the pupil as they were able to engage in group time. This particular area intrigued me, and I wanted to further develop my knowledge of sensory issues in children with autism and ways in which pupils can be supported in the classroom. Despite these challenges and barriers to learning, there are many strengths that children with autism can bring to the classroom. Mirenda, P. et al. (2024) highlights that upon research, the strengths frequently identified were ‘love, happiness, kindness, humour, and intelligence… as well as specific strengths in academic or recreational domains.’ In my poster, one of the strengths mentioned was that children with autism will bring new ways of thinking and can be very imaginative. Secondly, children with autism can have great attention to detail and detailed knowledge about topics of interest. In addition to this, children with autism may be routine-orientated and this aligns with the structuredness of school. The literature demonstrates the numerous strengths that children with autism bring to the classroom and in turn, this suggests the importance of acknowledging the strengths that children with autism have rather than solely fixating on the challenges. This draws parallels to the positive psychology framework which strives to ‘understand and build the factors that allow individuals, communities, and societies to flourish’ (Seligman & Csikszentmihalyi, 2000). This suggests that a strength-based approach for children with autism may help them in the primary classroom as there is both an acknowledgement of challenges and potential barriers to learning and thinking of the best way for them to thrive in the primary classroom through consideration of their strengths. The largest section of my poster was strategies to support learning in the primary classroom for children with autism. Visual supports are a communication tool and can help pupils develop independence, provide routine and improve understanding. On my inclusion placement I observed now and next boards to assist with transitions, choose cupboards, and fringe pages that were created for each lesson or activity and had key vocabulary accompanied by images. Whilst these resources on their own are useful, the child and adult interaction can make these visual supports more effective. Pupils need to be shown how to use visual supports consistently and ‘noticing and rewarding children using visual supports can be powerful’ (Mordi, 2024 p.77). Another technique that I have researched and observed during my inclusion placement is intensive interaction which ‘develops the fundamentals of communication through playful, relaxed interaction where the adult responds gently to the young person (Nind & Hewett, 2003). In my inclusion placement, there was a pupil with autism and was at a very early stage of communication development. Teacher A mirrored the pupil’s actions and sounds which led to the pupil engaging with the adult. This child-led approach helps to develop social interaction and create connection. Whilst there are barriers to learning for children with autism, there are many strategies that can be implemented into the classroom. These strategies, however, are not solely for children with autism, as they can benefit all pupils. EASNI (2020) asserts that ‘many SEN-based interventions can provide effective strategies for the whole student cohort, such as breaking down information into bite-size chunks or using visual reminders to back up instructions.’ This demonstrates that inclusive strategies can extend the learning for all learners

As I move into my next teaching placement, I plan to build on my professional understanding of inclusive educational practice by further practicing and refining strategies for making the classroom an inclusive environment for all learners. I endeavour to ensure equity, diversity and inclusion are a central focus in my classroom by implementing effective strategies and celebrating pupils’ differences. As part of my professional development, I would also like to learn more about supporting children with sensory needs and the use of sensory circuits. In order to achieve this, I will liaise with the school’s SENDCO and expert teachers as well as continually reflect on my lessons and planning to ensure that I maintain high expectations for all pupils, and I am meeting the individual needs of every child. This will assist me in creating a collaborative, supportive classroom environment which will enhance the learning experience and progress of pupils.

"Autism spectrum condition (ASC) is a lifelong neurodevelopmental condition, often characterised by differences in processing sensory inputs, controlling repetitive and/or restrictive behaviours and approaching social interactions (Tsai et al., 2020). Before expanding upon this specific facet of inclusion, it may be valuable first to revisit the heterogeneity associated with not only this trio of features but across all aspects of functioning. Here, we must be prepared to recognise the full variability of profiles associated with a diagnosis of ASC to ensure a truly equitable basis for our future practice (PeterssonBloom & Holmqvist, 2022). The Paradigm Shift: Barrier or Benefit?

When considering the lens through which many professionals perceive a diagnosis of autism, it is essential to acknowledge the framework under which it is regarded. The labelling of autism as a ‘disorder’ within diagnostic manuals like the DSM-5 contributes to a deficitcentric paradigm, reflected across much of the literature (Turnock, Langley and Jones, 2022). Given such biases, it becomes our responsibility as inclusive educators to redefine how autism is conceptualised; when viewed as a disability, autistic traits should be accommodated, but when seen as a neurological difference, autism should be embraced as a unique aspect of human diversity (Cascio, 2018). In line with this thought, I refer to autism as a ‘condition’ rather than a ‘disorder’ to better reflect the heterogeneity of autistic phenotypes, encompassing both barriers and benefits.

Whilst scholarly discourse increasingly champions the adoption of inclusive language, deficit-based perspectives continue to persist in practice, often casting autistic traits in a deleterious light (Cherewick & Matergia, 2023). For example, whilst my poster frames autistic self-advocacy and resistance to societal pressure as an asset, alternative perspectives may favour a deficits-based lens, diminishing the value of non-conformity (Turnock, Langley and Jones, 2022). Similarly, Leekam, Prior and Uljarevic (2011) reject the assertion that monotropism offers significant benefits related to mastery and expertise, instead contending that restricted interests may impede learning and social adaptation. Whilst my poster generally reflects contemporary pedagogical viewpoints endorsing a ‘strengths-based’ approach, it remains fundamental to acknowledge challenges that constitute genuine barriers. For instance, diminishing the perceived urgency surrounding linkages between autism and poor mental health may inadvertently cause harm by hindering access to support systems (Mukherjee and Beresford, 2023). Furthermore, when considering barriers, we must look beyond individual characteristics that may limit curriculum access and instead recognise failings in broader systemic structures (The Key, 2016). Such resourcing challenges are compounded by a perceived inadequacy among professionals, who state that their understanding of ASC is less than optimal for supporting children in the classroom (Roberts and Simpson, 2016). Within the context of my professional development, I, therefore, intend to prioritise engagement with current literature and CPD opportunities to best support children with ASC in my future practice.

Strategies to support children with ASC

Building upon the preceding theoretical discussion of ‘barriers’, it remains important to examine the practical application of strategies that foster meaningful participation and learning. Whilst my poster categorises these into academic, social and behavioural domains, it is worth highlighting the inherent interconnectivity and mutual influence between such aspects. For example, Boyd, Woodward and Bodfish (2011) note the startling link between improved social skills and reduced repetitive behaviours. This, in turn, has further cumulative effects, where a decrease in repetitive behaviours has been shown to improve academic engagement and knowledge acquisition (Muchetti, 2013). Overall, such findings have underscored the necessity of adopting a holistic approach within my practice; to consider only the academic goals of a child with autism is to forget the true interconnectedness of all developmental domains.

Analogous to examining factors beyond the individual child in the assessment of learning barriers, it is important also to consider strategies which support parties beyond a child with ASC. For instance, Critchley et al, (2021) explore how parents and neurotypical siblings of children with autism struggle with problems relating to wellbeing and support. As professionals with ‘expertise’ in this area, we can therefore play an instrumental role in supporting families to offer consistency between the home and school (Minke et al., 2014). "

Whilst the practicalities of its implementation may be complex, inclusive practice exists not only as something to be desired, but as a foundational cornerstone upon which equitable education is built. Through my placement experience and research thus far, I can now see how this commitment to inclusivity should inform all areas of our pedagogical approach, from the very terminology we adopt (e.g., recognising autism as a condition rather than a disorder, thereby challenging deficit-based paradigms), to refraining from grouping children based on pre-perceived biases linked to their SEND status, demographic, or socioeconomic position. Furthermore, by embodying a definitive ‘strengths-based approach’, we can ensure that students not only access the support they need but are empowered to celebrate their unique abilities and perspectives, aligning with the National Curriculum's mandate to "set high expectations for every child” (DfE, 2013). Within the context of my professional development, my understanding of inclusive practice has evolved significantly during this assignment and the corresponding placement experiences, leading to a deeper reflection of my own pedagogical approach. I now recognize for example, that a truly inclusive pedagogy requires more than just good intentions; it demands a critical examination of our own assumptions, a commitment to ongoing professional development, and a willingness to challenge the very systems that inadvertently perpetuate exclusion. As such, stepping into my next placement, I am committed to actively applying these insights wherever possible. For example, drawing on research by Sherrington & Caviglioli, (2020), I aim to utilise scaffolding more effectively during my next placement to ensure that all children can achieve ‘ambitious learning goals’, avoiding the limitations inherent in some differentiated practices. Furthermore, I will continue to establish positive working relationships with specialist staff members such as the SENDCo, to foster an appropriate support system for myself as I work to address any gaps in my knowledge regarding inclusive practice.

In this assignment, I will examine the impact of dyslexia, moving beyond a simple definition or visual representation and focusing instead on how dyslexia affects both students and teaching practices. I chose this topic because dyslexia is the most common specific learning difficulty in the UK, affecting between 800,000 and 1.3 million young people in education, according to the All-Party Parliamentary Group (APPG) (The Human Cost of Dyslexia, APPG, 2019). Given its prevalence, dyslexia is a condition that every educator will need to address at some point in their career, making the discussion of inclusive practices particularly relevant. By creating the poster I sought to begin a discussion about dyslexia, this included the strengths and challenges pupils with dyslexia face, ways teachers can understand the pupil behind the diagnosis and ultimately support them. Dyslexia is described as a neurodevelopmental difference that primarily affects reading and writing skills (British Dyslexia Association, 2025), however there is a common misconception that it only impacts literacy skills. It is important to acknowledge that dyslexia sits within the cognition and learning area of SEN (Burrows, 2025). This means that information processing, working memory and organisation is often hindered. Strategies to help may include chunking, developing a support-plan and visual cues or widgets to accompany text, however these are reasonable adjustments that teachers need to assess and consider before entering the classroom.

Strengths:
It is widely believed that individuals with dyslexia possess heightened creativity. Cancer et al. (2016) suggest that this belief stems from "anecdotal information and historical-biographical reconstructions," which often link dyslexia to creative pioneers like Leonardo da Vinci and Pablo Picasso. This connection is thought to be related to their preference for intuitive, visual approaches to problem-solving. While this may be an overgeneralisation, several studies have explored the validity of this theory. For example, Dr. Beverley Steffart's research in the late 1990s found that three-quarters of students at Central St. Martin's College in London were dyslexic (Chapman, 2019), providing some support for the idea that dyslexia may be linked to creativity. Although many of these students struggled with literacy, Chapman (2019) notes that their dyslexia often contributed to their success, rather than hindering it. This underscores the importance of placing dyslexic students in environments that allow them to thrive. While altering the curriculum may not be realistic, teachers do have the ability to emphasise and nurture creative interests and strengths in their students.
Beyond creativity, 'big picture' thinking is another strength often associated with dyslexia. Cancer et al. (2016) reference a 1994 study conducted by the University of Ottawa, which assessed students aged 9-14 who were placed into three differentiated groups: high-attaining pupils with no cognitive disorders, high-attaining pupils with dyslexia, and low-attaining pupils with dyslexia. All groups were tasked with completing both visual and writing exercises. The study found that students with dyslexia showed a "higher propensity for intuitive aspects of creative thinking," and that higher-attaining dyslexic students were more open to new ideas and more comfortable with ambiguity. These findings reinforce the importance of incorporating creative and visual learning strategies in the classroom and celebrating 'big picture'

Challenges:
In addition to challenges with literacy and information processing, poor self-esteem is a significant barrier that is often overlooked. Around 88% of parents report that their child’s dyslexia have negatively impacted their self-esteem (APPG, 2019). This often stems from feelings of embarrassment and comparisons with peers. Low self-esteem can lead to increased anxiety, particularly in subjects like English and Guided Reading, where students may become hesitant to participate. Without regular engagement, progress becomes difficult, creating a self-fulfilling prophecy: students who struggle with traditional academic tasks may come to see themselves as “bad at reading” and, as a result, avoid trying to improve. Furthermore, the APPG (2019) found that masking—attempting to hide difficulties—was common among children, likely due to poor self-esteem. Approximately 82% of parents reported that their children tried to conceal their struggles. This not only hinders teachers from addressing these challenges effectively but also contributes to academic neglect. Anderson (2008) offers three coping strategies that pupil with dyslexia may exhibit, supporting teachers identify those struggling (Bearne and Reedy, 2024): inter-person coping, within-person coping and impression management techniques. All three strategies are tools to help mask their dyslexia and bolster self-esteem. While this is an evident challenge, if teachers spot these clues, it will help inform their decision-making and planning, and ultimately support the pupil.

How to support children with dyslexia:
In my poster I make note of strategies that can be used to combat barriers facing pupils with dyslexia. The Stockport Entitlement Framework (2023) encourages the fostering of supportive relationships with parents and chunking information; however they also mention coloured overlays as a possible adaptation. Coloured overlays have been the subject of contested debate surrounding its effectiveness. During my own primary and secondary experience, coloured overlays were common practice however there is limited evidence of its impact with MacQuarrie (2025) labelling it as a neuromyth. Instead multi-sensory approaches should be the preferred method of supporting pupils. This could be through visual cues to help create a context surrounding words (Bearne and Reedy, 2024), or could be through more physical ways of learning such as sand writing or using educational videos to unlock a new form of understanding. Multi-sensory approaches improve access to information and the retention of such information (Burrows, 2025). Not only does it offer pupils refreshing alternative avenues for learning, but it gives them an opportunity to excel and boost self-esteem through more creative means.

I believe that without fostering positive relationships between teacher and pupil, the needs and support of vulnerable pupils will be hindered. Understanding the pupil as a whole entity can reduce friction and allow for the pupil to fully engage with the learning. This is also a significant way to identify differences amongst pupils. Through researching for my poster I discovered that pupils with dyslexia exhibit a lot of masking, with 82% of parents sharing that their children would often hide their difficulties (APPG, 2019). This makes it more difficult for a teacher to effectively support them, ultimately causing a greater disadvantage than first assumed. Additionally, Snowling et al (2020) notes that approximately 40% of children with dyslexia have another disorder, complicating the identification of dyslexia. This reinforces the significance of well-trained and understanding teachers. Through positive reinforcement and the promotion of possible strengths they might exhibit, such as creativity. This assignment has built upon my professional understanding of the concept of inclusion in the primary classroom, examining it with more nuance. I have learnt that it requires substantial focus and care from teachers to embrace all the qualities that a pupil brings into the classroom. Instead of using the equality of knowledge as a restrictive and alienating device, it is the challenge is to recognise the differences between learners, but ensure equity for all (Pollard, 2019). Through creating my poster focusing on dyslexia, analysing government documents and academic scholars and actively participating during my placement I was able to develop greater insight regarding supportive structures. Most importantly, I will be able to exhibit these strategies in my next placement, understanding the weight of my role as a trainee teacher.

I chose to focus on dyspraxia for my poster as I came across children who had a diagnosis on my inclusion placement, and I had little prior knowledge about the barriers to learning that children with dyspraxia could potentially face. By choosing a disability I was less familiar with, I have broadened my own knowledge on strategies and inclusive practices I can employ in my own classroom.

What is dyspraxia?

The origin of the word dyspraxia, often cited in the literature, helps in understanding the diagnosis (Boon, 2001; Brookes, 2007). The root ‘praxis’, Brookes (2007) explained is Greek for doing and acting, which when accompanied with the prefix ‘dys’ can form the understanding difficulty doing or completing an act. Dyspraxia affects a person’s ability to perform coordinated movements as there is a disruption of neural pathways that are necessary for turning instructions into a sequence of actions (Boon, 2001; Brookes, 2007). Although some literature provides the root of the word, or multiple thoughts from the perspectives of different professions on what it is (Boon, 2001), Kurtz (2008) noted that the cause of dyspraxia was yet to be fully understood, and it was simply believed to be involving brain related processes involved in motor co-ordination. Movement Matters (n.d.), a research committee dedicated to dyspraxia, state that there is no internationally agreed definition of dyspraxia, it is simply a broad way to refer to a child who has motor difficulties, similar to the Dyspraxia Foundation (n.d.) who determine it is a neurological condition, affecting perception and co-ordination. Therefore, although they are similar, it is important to proceed with some caution when discussing the definition.

The literature on dyspraxia identifies three stages in the brain involved in performing a task (Brookes, 2007; Kurtz 2008; Christmas and Van de Weyer, 2020). Disruptions in the neural pathways of children with dyspraxia may lead to increased difficulty in executing these actions. The first process in the brain related to praxis is ideation, the ability to mentally think about how to perform a motor movement. For children with dyspraxia, a mental act that becomes automatic for others, has to be cognitively worked out each time the motor movement is needed (Christmas and Van de Weyer, 2020). The next cortical process is motor planning which is the capacity to unconsciously organise the body to carry out the actions needed to achieve the goal. Finally, execution which is the ability to respond to environmental inputs and perform movements successfully, this is then refined until it becomes an unconscious process, an aspect children with dyspraxia struggle with (Brookes, 2007). Expanding on this point is crucial, as it offers a clearer understanding of why children struggle with actions or instructions that require sequencing. It also informs my approach as a practitioner, highlighting strategies to best support a child with dyspraxia. One strategy I observed was a practitioner who chunked instructions of independent tasks into small steps for the whole class, whilst also providing a child with dyspraxia prompts on their table to use when they started an independent task. By using high quality teaching the child was able to access the learning alongside their peers with a slight reasonable adjustment.

Potential challenges and barriers in the classroom and how to support them

It is important that children with dyspraxia are not defined by what they find difficult or cannot do. Highlighted within the poster are the many strengths that children with dyspraxia bring to the classroom; including, creativity, perseverance and emotional empathy (EPIC, 2021; Taylor, 2023). All children should be viewed holistically, as it is important to recognise that although dyspraxia affects neural pathways, there are a multitude of different pathways that could be affected, which leads to every child with dyspraxia presenting in a slightly different way with some similarities (Brookes, 2007). As a result, it will be about adaptive teaching and reasonable adjustments that work for the individuals (Dyspraxia Foundation, n.d.).

As mentioned in the poster, tasks that require fine motor skills and gross motor skills may be more challenging for children with dyspraxia (Movement Matters, n.d.). In the classroom, these demands are placed on children constantly throughout the day so appropriate awareness and management is going to be vital as an inclusive practitioner. More specifically, handwriting is focused on heavily throughout a child’s school career; as a statutory requirement a child should be able to ‘write legibly, fluently and with increasing speed’ by the end of KS2 (DfE, 2013, p46). This complex skill, for children with dyspraxia, may be challenging due to the poor tactile feedback they receive from the pencil and reduced body awareness (Boon, 2001; Christmas and Van de Weyer, 2020; Castellucci and Singla, 2024). Awareness is important for a number of reasons including, planning activities where the outcome is not a written piece (adaptive teaching, which benefits others) or using tools like thicker pencils for greater sensory feedback, adaptive technology or sound tiles to support executive function.

Mentioned in the poster is managing the social and emotional well-being of children with dyspraxia. Expanding on this is necessary due to the significance it can have on a child’s school career. The literature on dyspraxia focuses on the notion of being positive and celebrating successes to help reinforce confidence and build on self-esteem (Brookes, 2007 and Movement Matters, 2023). Contrary to simply celebrating the successful end result, is the importance of giving credit for the journey it took to get there as it may have been frustrating (Boon, 2001). On placement, I observed a child with dyspraxia have the option of brain breaks during and after long tasks (especially those with a high level of handwriting or task sequencing involved). This reasonable adjustment helped regulate the child and reduced levels of frustration as they were able to step away from the task at hand.

Focusing on dyspraxia for my poster has increased my understanding of a SEND need I was previously unfamiliar with. Understanding the cortical processes that take place and the neural pathway differences of children with dyspraxia has informed the reasoning behind inclusive practices I can use to scaffold their learning and social emotional wellbeing successfully. This includes adaptive teaching (e.g. chunked instructions, learning outcomes that are not written based and an intentionally laid out classroom) and reasonable adjustments (e.g. prompts on tables, adaptive technology and thicker pencils). By delving deeper into inclusive education as a broader topic, it has equipped me with an appreciation of viewing children holistically to avoid children becoming self-fulfilling prophecies and how to use high-quality first teaching to inform my practice (through formative assessment, flexible grouping and teaching metacognitive strategies). By breaking down my literature review into academic and environmental inclusive practices it has given me awareness that you cannot have one without the other. If children cannot see themselves in your classroom through the curriculum or literature you read, no matter the quality of the teaching, then true inclusion cannot happen.

In order to build on my professional understanding of inclusion it is imperative to keep building on my subject knowledge of SEND. By having the opportunity to go into different schools I have taken note of different displays which celebrate diversity, books, or key figures used in the curriculum that reflect an aspect of the children in the classroom’s identity. Through the perspective of equity my teaching can reinforce fairness in the classroom by incorporating the strategies broken down throughout this essay.

This assignment explores inclusive education in the context of a primary classroom. While examining the scope and purpose of this assignment, I remembered my youth – when I did not speak any English. My very first exposure to English began at age eight, when I was sent to an international school; English was an ‘additional’ language that I had to master for my academic success. My journey as an English as an Additional Language (EAL) student has never been easy, but it is something I cherish and celebrate. EAL is a part of my life; a topic I am passionate about as I strive to become an inclusive practitioner – so that future generations of EAL students coming from a diverse range of households would find themselves welcomed, appreciated and supported in their classroom.

A pupil is defined by the DfE (2020) to have EAL if they are exposed to a language ‘known or believed to be other than English’ at home. It states that the term EAL is not a direct indicator for English proficiency or ‘recent immigration’ (DfE, 2020). Conteh (2012) expands on the definition of EAL into

a much more diverse complexity, including the culture and experiences EAL pupils would bring inseparable to their language abilities. Integrating these are essential, as (1) language is a key part of a child’s life as well as a mode of communication; and (2) cultural diversity of EAL children is their strength and potential for the whole school community which receives them. EAL pupils often would have strength stemming from their proficiency in multiple languages with a ‘reservoir’ (Cummins, 2001) of ‘linguistic repertoires’ (Liu & Evans, 2016). For instance, in families that use two or more languages, ‘translanguaging’ is a natural and accepted form of conversation (Cremin & Burnett, 2018) and showcases the heightened linguistic awareness the EAL pupils possess.

With the diverse range of cases present when considering pupils with EAL, there could be a multitude of challenges. One significant challenge is the expectations towards the child from different people around them which may be explicit or subtly implied. It is common with families that are monolingual to want their children to acquire the English language and gain fluency – while maintaining their native language (L1) simultaneously (Conteh, 2012). At a parent-teacher meeting at school A, I met one parent who brought their child to the meeting as the translator – to discuss her own school life. This could be an expectation parents pose on the child who is still in the progress of learning the language. The child may feel discomfort as well hearing about herself then having to repeat it in front of the teacher.

A more subtle, implied expectation on language choice is often placed on the EAL pupil in school by teachers and peers. Since language is closely linked to identity, EAL learners may feel ‘conflicting’ and ‘imposed’ expectations to speak English to ‘fit in’; defined as ‘ascribed identity’, this notion is often present in the EAL learner’s mind to hide the home language identity, or any minority identity they bring (Evans et al., 2020). Also, learning another language is a lengthy process; about seven years is required in achieving full capacity of cognitive academic language proficiency (CALP), in contrast to being able to speak the language colloquially (Basic Interpersonal Communication Skills – BICS) (Cummin, 2001). Teachers who are not familiar with this process may misplace the pupil in SEN groups, or hold lower expectations for the child based on their assessment record and fail to recognise and challenge the child’s full potential. They may even believe that the child should only be encouraged to speak English for faster learning of the language, which again enforces an ascribed identity and incorrectly teaches the child that their L1 is subordinate to English.

The literature as well as the placement schools I saw provided great strategies to support pupils with EAL, based on the strengths the children had. Evans et al. (2020) suggests that instead of singling out EAL pupils, teachers should view their challenges as things any pupil could have regardless of their linguistic backgrounds. The change in perception would de-label the EAL pupil, encouraging the teacher to consider more discreet and sensitive strategies to support the child in a whole-class context as they are not ‘special’. In school A, using visual representations for timetables, instructions and keywords was one such strategy. It was for the use of all pupils in class, yet had massive impact in helping EAL pupils understand the lesson context accurately.

Another strategy is to use L1 of the pupil as a bridge to learn English (Cremin & Burnett, 2018). There is no doubt that gaining proficiency in English is in the best interest of the child living in the United Kingdom; and using L1 as a collaborative tool is maximising the benefits from the pupil’s linguistic strength. Creating bilingual materials together with everyone’s language represented is a simple way of helping EAL pupils learn about the linguistic structure and relationship between L1 and English (Conteh, 2012 and Evans et al., 2020). In addition, this activity would develop awareness and appreciation of the diverse languages and cultures in the wider world we live in for the whole class, benefitting all pupils (Cremin & Burnett, 2018). Similarly, teachers can de-stigmatise the use of L1 in and out of classrooms; valuing the diversity EAL pupils bring in as an ‘asset’ and a chance to create an inclusive learning environment (Evans et al., 2020).

Throughout this essay, I have analysed what creating an inclusive primary classroom entails. The essay commenced with a focus on supporting EAL pupils, discussing their strengths and barriers as well as approaches to support them. I then explored how inclusion would be constructed and embedded and what responsibilities I should uphold as a primary educator. This process involved research into literature and reflection on my placement school experiences. I learnt that the meaning of inclusion in a classroom is to shape an environment where every child feels comfortable in their own shoes; in accessing the curriculum; confident that they are the active learners of their own learning. While being mindful of pupils who would have protected characteristics such as SEND, teachers also ought to understand that supporting them is not separate from supporting a mainstream classroom. An inclusive teacher understands that this is more the reason why the mainstream lesson should become more universally accessible – the purpose of a teacher would be to ensure equity by investigating each pupil in the class and build suitable scaffolds that makes the learning universal.

This assignment was an invaluable opportunity for me to understand the core meaning of inclusion, away from plainly learning a list of adaptations and adjustment strategies to really considering how to root inclusive practice in the curriculum and in the classroom. In my upcoming placements, I will utilise my learning in my teaching, from creating universally accessible lessons in daily and weekly plannings to promoting inclusion in my interaction and communication with the children. I will strive to empower my pupils, listening to their voices as much as possible. I would always remind myself that an inclusive environment is a collaborative effort, where myself, the children and all the other adults in the class work together.

"For this assignment, I have chosen to focus on speech and language disorders due to their significant yet often overlooked impact on children’s learning and development. There is a common misconception that children will naturally outgrow speech and language difficulties, leading to delayed interventions and missed opportunities for support. Furthermore, the COVID-19 pandemic has exacerbated developmental challenges in this area, with increased cases of delayed speech and communication difficulties among young learners. My professional interest in this topic stems from a desire to understand how teachers can effectively identify, support, and accommodate students with speech and language disorders to enhance their educational outcomes. Firstly, it must be acknowledged that speech and language disorders (SLD) refer to a range of conditions that affect an individual's ability to communicate effectively. According to the American Speech-Language-Hearing Association (ASHA, 2023), these disorders can be broadly categorized into speech disorders (which impact the production of sounds) and language disorders (which affect the understanding and use of language).

Hirsch, (2019) explains that speech disorders involve difficulties with articulation- production of speech sounds, fluency-flow and rhythm of speech, or voice production-pitch, volume and resonance. Whereas language disorders affect an individual's ability to comprehend, and use spoken or written language.

According to Shriberg and Kent (2013) they highlight that speech disorders can significantly impact communication and social interactions, as they may lead to difficulties in being understood, reduced participation in conversations, and potential social isolation. These challenges can affect academic performance, self-esteem, and long-term personal and professional relationships. Their research emphasizes the importance of early diagnosis and intervention to mitigate these effects and support effective communication development.

Early diagnosis and intervention are crucial in managing speech and language disorders, as they can significantly impact social interaction, academic achievement, and overall quality of life. According to Owens (2024), a functional approach to assessment and intervention emphasizes the importance of early identification and tailored strategies to address individual needs, thereby enhancing communication effectiveness and reducing potential negative outcomes.

Barriers to effective inclusion often stem from a lack of resources and training for educators. Teachers may feel ill-equipped to support children with speech and language disorders, leading to inconsistent implementation of strategies that could facilitate learning. Additionally, large class sizes can hinder individualized attention, making it difficult for teachers to address the specific needs of each child. The systematic review by Cirrin et al. underscores the necessity for schools to adopt evidence-based practices that are informed by research, which can help mitigate these barriers and enhance the educational experience for all students (Cirrin et al., 2010).

Despite these challenges, on my placement children with speech and language disorders possess unique strengths that can be harnessed within the classroom. Many of these children exhibit resilience and creativity, often developing alternative strategies that can enrich classroom discussions and the communication landscape. Furthermore, their experiences can foster empathy and understanding among peers, promoting a more inclusive classroom culture. Educators can leverage these strengths by incorporating collaborative activities that allow children to work together, thereby enhancing social skills. Communication programs such as “Circle of friends or Talk to a Buddy” had been implemented to increase opportunities for socialisation, demonstrating positive outcomes in peer relationships and social development (Avivit Ben-Aharon, 2023).

To support access to learning for children with speech and language disorders, educators can implement several strategies and resources. For instance, using visual aids, such as pictures and charts, can help children better understand and express their ideas. Additionally, incorporating technology, such as speech-to-text applications, can provide alternative means of communication. Cirrin et al. advocate for the inclusion model of therapy, which allows children to receive support within the classroom context, thus facilitating natural communication opportunities with peers (Cirrin et al., 2010). This model not only promotes inclusivity but also helps children generalize their skills in real-world situations.

I observed the use of technology being used in my inclusion school to aid children in oral activities and the inclusion of them in the classroom created a more diverse and enriching environment. Voice recorded buttons for certain sounds were recorded by the teacher which the children could press and recall and mimic. This personalised and active task engaged the pupils and was embedded into the weekly routine. This highly structured setting created a positive impact upon selected children and fostered their speech growth by being tailored to their needs (Cash et. al, 2013).

Practical activities that encourage communication can also be beneficial. For example, implementing structured peer interaction sessions, where children are paired with classmates for specific tasks, can enhance their social communication skills (Lloyd-Esenkaya.et.al, 2020). Role-playing scenarios can further provide a safe space for children to practice their speech in a supportive environment (Leob. et.al., 2021). Moreover, regular collaboration between speech-language pathologists and classroom teachers can ensure that strategies are consistently applied and tailored to each child's needs (Cash et. al, 2013).

These experiences have reinforced my understanding of the importance of targeted interventions and the necessity of fostering an inclusive mindset among educators."

In conclusion, this assignment has deepened my understanding of inclusive education, particularly regarding the challenges faced by children with speech and language disorders. I have learned that inclusion is not only about ensuring access to education but also about actively identifying and addressing individual needs through targeted support and interventions. Moreover, I have learned to implement a combination of technological and human resources to help children create improvement in their speech and language growth. Moving forward into my next placement, I aim to build on my professional understanding by applying inclusive strategies more effectively in practice. This will include actively identifying students who may require additional support, collaborating with specialists, and refining my ability to differentiate instruction. Observing best practices and reflecting on my teaching approaches will further enhance my ability to create an inclusive learning environment. By adopting a perspective of equity of access to the curriculum, I can enhance the impact of my teaching on each individual child. Ensuring that all students, regardless of their learning needs, have the resources and support necessary to succeed is key to fostering an inclusive classroom. Through continuous professional development and reflection, I aim to become a more effective educator, committed to making learning accessible and meaningful for all students.

This study explored UK secondary school teacher’s real-life experiences of witnessing and dealing with bias-based bullying. Bias-based bullying involves the victimization of individuals based on their social identities (e.g., racial and ethnic minorities, LGBTQ+ identifying people, obesity or ‘disability’) and has a detrimental impact on students’ psychological, social and academic outcomes (e.g., Russell et al., 2012). The aim of this research was therefore to gain a deeper understanding of why teachers are perceived to be ineffective in dealing in bullying intervention (e.g., Williams et al., 2018) and how they can be better supported to have a more positive impact. This study took a qualitative approach to examine and make sense of five secondary school teachers’ experiences. Participants were recruited via social media and interviews conducted on Zoom to explore the the topic with participants where open-ended questions were asked to encourage rich exploration. Data was transcribed and analysed and a research diary was also kept to ensure continual reflection throughout the research process. Two themes emerged which offered explanations as to why and how teachers intervene in incidents of bias-based bullying. Findings were broadly consistent with existing knowledge and bullying research. Firstly, participants felt obliged to intervene and incidents involving prejudice were experienced with some confusion and discomfort (Equality act, 2010; McBride, 2015). Secondly, participants perceived that they had few opportunities to intervene as incidents did not normally happen in class. Participants intervened in direct or overt bullying (e.g. throwing balls of paper at a student or name-calling), rather than indirect, covert incidents (e.g., comments or actions which expressed prejudiced attitudes) (Ellis & Shute, 2007;Yoon, 2004). This highlighted the need to focus on how more ambiguous, relational forms of bias-based bullying should be dealt with as they are common and extremely damaging (Ditch the Label, 2020; Dedousis-Wallace et al., 2014). Participants seemed motivated to intervene when they experienced empathy or perceived incidents as serious (e.g., Vanzoeren & Weisz, 2018; Dedousis-Wallace et al., 2014). An unanticipated finding was that empathy was sometimes combined with feelings of personal distress which implied that teachers may require more emotional, as well as practical, support. Reactive strategies used to target the ‘perpetrator’ including disciplinary methods, or involving staff and parents did not necessarily resolve underlying prejudice and/or change student behaviour. This suggested that teachers need to be supported in building positive connections with parents when teachers’ and parents’ views differ and to move away from only sanctioning students. Preventative measures to target the whole group with open conversations, PHSE lessons and facilitating intergroup contact were perceived to have a more positive impact. Conclusively, it seemed that a whole-school approach, focusing on prevention and inclusivity, should be prioritized over reacting to individual behaviour (Charlesworth, 2020; Anti-bullying Alliance, 2021). This points to the necessity for UK secondary schools to support teachers’ efforts as part of a whole-school approach to reduce bias-based bullying.

Findings from this study have the potential to benefit young people. Bias-based bullying is undeniably harmful to all students and it is a major problem in UK schools with one in four students enduring it (Ditch the Label, 2020). Working to reduce its prevalence will ensure better social and psychological outcomes and greater wellbeing for victims of bullying (Russell et al., 2012). Further, if perpetrators of bullying are not ‘blamed’, but worked with, they too are likely to benefit by learning more positive ways of building relationships and relating to others (Liebmann, 2007). Finally, student bystanders, who witness bullying, will benefit from a safer school environment where they will be less likely to be bullied themselves. Witnessing bias-based bullying is disruptive to the class, prevents learning, and seems to be experienced by some teachers as personally distressing. Working on eradicating the problem could therefore increase teacher wellbeing. Promoting a positive school environment should improve student and teacher wellbeing, improve students’ readiness to learn, academic achievement and social and emotional competencies (Public Health England, 2014). This also has wider implications. If pupils experience a positive, inclusive, warm school culture, this can only be beneficial in influencing social norms at a societal level to ensure a welcoming, inclusive society which makes a conscious effort to reduce harm caused to minority social groups.

The process of Information and Communication Technology (ICT) integration in English as a Foreign Language (EFL) classrooms in secondary and high school in SoutheastAsia can be situated between the contexts of adolescent learners motivated by theirexperience of English mediated by communication technology, of teachers responding to the needs of their learners, and of education policy calling for increased integration of technology in education in order to achieve economic and social development goals. This research is a literature-based project which stems from my curiosity about the use of ICT in my professional role as an English language teacher, and which aims to provide understanding of the current situation of ICT integration from the perspective of EFL teachers. This study follows systematic literature review methods to identify relevant studies and synthesize findings. This dissertation suggests that while EFL teachers view ICT integration as beneficial for delivering instructional content and for helping teachers find resources and plan lessons, other benefits such as student centered learning and enhanced creativity are uncertain. This study finds that EFL teachers’ consider the main challenges to ICT integration as external in terms of a lack of resources, infrastructure, time and training, and internal in terms of a lack of confidence and pedagogical knowledge which results in attitudes antithetical to ICT use in classroom practice. This study considers that solutions to these challenges involve contributions from educational authorities, administrators and teachers to ease the lack of resources, position ICT in the curriculum to help teachers manage time, and support training to improve competence and change attitudes towards effective use of ICT in teaching.

This review will enable teachers and educational leaders in the geographic and educational setting to understand the phenomenon of ICT integration better to inform and advance the conditions of EFL classroom teaching practice.

This project aimed to explore how teacher self-efficacy (TSE) was impacted by teaching children from a low SES. Teachers’ beliefs about the reasons behind children’s academic successes and failures, and the potential influence of stereotypes were also considered as an additional influence on TSE. Semistructured interviews were used to explore TSE, from reflecting on their lived experiences. After obtaining ethical approval, six participants were recruited. These were primary school teachers with over three years of teaching experience, who worked in schools where there were a high proportion of children from disadvantaged backgrounds. The findings revealed pupils’ success to positively impact on TSE. Participants expressed multiple factors contributing to teachers’ ability to raise student outcomes and confidence in their teaching; pedagogical flexibility, school culture, educational constraints and job satisfaction were prominent ideas communicated by teachers. Teachers who associated predominantly positive sentiments in relation to these factors demonstrated robust TSE, whereas for those who communicated negative experiences, their TSE appeared to be compromised. For teachers educating children form a low socioeconomic status (SES), the term ‘success’, did not necessarily equate to achieving national age-related expected targets, but instead, meant enabling pupils’ progress which realised greater job satisfaction. The teachers interviewed shared the belief that every child can achieve, and for most, these positive attitudes were present within their school settings. Teachers appeared to be unaffected by the influences of stereotypes, which often discount or belittle those from disadvantaged backgrounds. Instead, teachers regarded the outcomes of children from a low SES to largely be within their control; their ability to make a difference to children’s lives provided motivation and resilience, raising their TSE. Assuming control over outcomes incentivised teachers to find resourceful ways of engaging children and providing them with experiences beyond the classroom to help their overall development. The study identified the challenges of the education system to be a significant factor impacting upon TSE, whereby teachers felt the curriculum to hold little relevance for their pupils. This appeared to have greater influence on teachers’perceptions of their TSE than the difficulties brought about by children’s low SES. Obtaining the views of multiple stakeholders invested in children’s outcomes was suggested as a future avenue for understanding the expectations placed on teachers which impact their TSE. Further recommendations include using diverse methods to obtain data, such as lesson observations in conjunction with interviews; combining interviews with survey data to reinforce findings; and considering the impact of gender on TSE, which was unaccounted for in this research, yet has been shown to be influential.

The findings generated themes (pedagogical flexibility, school culture, educational constraints and job satisfaction) many of which present aspects of teaching that can be amended and improved upon in order to raise TSE. Whilst these findings were obtained from a small number of participants (n = 6), individuals shared similar accounts which may also resonate with other teachers working within deprived areas. The findings hold relevance most notably for senior leadership teams who have the capacity to alter the practice and culture present within their schools. Teachers felt that having the support of their colleagues and a positive educational climate in which to work, was essential to children’s success and consequently boosted their own TSE. This information could be used to encourage collaboration between teachers and to create more opportunities for them to express concerns and difficulties. Such improvements would not only benefit teachers, but also the children they teach; raised TSE would have a positive impact on teaching practices, which could elevate student outcomes. The research also holds importance for educational policymakers. With participants expressing discontent with the current educational system, revision of the curriculum content could help teachers to feel more empowered by what they can accomplish within school. This in turn would be beneficial for the school climate, and take a step towards transforming wider societal beliefs about the potential of children from disadvantaged backgrounds

This study was initiated with the primary objective of addressing the pivotal question: What goals should education target for the forthcoming era? Recognising the significance of having a clear educational direction, this research operates under the premise that emerging digital technologies, notably Artificial Intelligence (AI), will become ubiquitous in our society. Consequently, it delves into the essential human qualities and values that will be paramount in this imminent AI-integrated future. The rationale is that the values deemed crucial for the future should guide the skills and competencies we instill in learners today. From this perspective, the capacity to envisage a future is a vital skill in this AI-symbioTc society, and this competence can also clarify what education is looking for in technologies such as AI. The discourse then pivots to methodologies that can nurture this capacity. Operating on the hypothesis that perceptual depth, which is shaped through intellectual, human, and contemplative experiences, can refine this ability, this research designed an art-based experienTal session. Participants were engaged in this session, and its impact was subsequently assessed using questionnaires, interviews, and focus group discussions. The findings indicate that the curated sessions consTtuted those three experiences, enriched participants' perceptual depth, and influenced their ability to conceptualise the future. These changes were evident from the data gathered and the narratives from the questionnaires, interviews, and focus groups.

This study underscores the importance of fostering a forward looking perspective in education, especially when integrating innovative technologies. It also offers insights into cultivating this vision and stimulates discourse on interpreting and assessing the envisioned futures.