Top tips for supporting children with SEND in inclusive classrooms
The good news is that, often, what works for children with SEND also works for those without.
Learning collaboratively has been proved beneficial for all children, including those with Special Educational Needs and Disabilities (SEND). Evidence suggests that teaching all pupils together in mixed prior-attainment groups helps to close the achievement gap and ensure all children progress at a more similar rate. In the majority of Primary schools, teachers work with a range of children with varying needs.
Mastery teaching aims to develop a community of mathematical thinkers. In this type of classroom, teachers facilitate learners in supporting and challenging others’ ideas and building an ethos of respect. Children learn together even with their differing needs. So how do we ensure that our classrooms are equitable? How do we ensure we cope with the variety of needs without developing exhaustion? How do we decide on which adaptations will be most beneficial?
The good news is that, often, what works for children with SEND also works for those without, so no longer do we see the need to differentiate in multiple ways, preparing multiple tasks and worksheets. Adapting the way we teach can help support all our learners. Below is a compilation of top tips from many of the Maths — No Problem! blogs which have been written to support teachers of children with SEND. Some of the suggestions you might already be using in your classroom, but some might be new to you. Perhaps you might find something to help you deliver even more impactful lessons and for your learners to develop a deep, connected understanding of mathematics.
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Top tips
The top tips below are ideas which could be used in the classroom to support children with various types of SEND. Those needs might include English as an additional language (EAL), speech, language and communication needs (SLCN), dyslexia, dyspraxia and dyscalculia.
When the difficulty is language including everyday language, mathematical vocabulary, following instructions, decoding and comprehension skills
Tip:
Share an image and ask ‘What do you notice?’ or ‘What’s the same and what’s different?’
Why this can help:
- Low stakes; everyone can have a voice.
- Allows for exploration of maths before calculations are introduced.
When the difficulty is with mathematical concepts and structure
Tip:
Use concrete manipulatives and pictorial representations in lessons. Maths – No Problem! states the resources needed for each lesson in the online teacher guide. Ensure you have enough for every child to use.
Why this can help:
- Exposes the structure of the maths
- Helps learners retain information in their long-term memory
- Helps children make connections
When the difficulty is with concentration and memory
Tip:
Strategically place children away from distractions – consider seating arrangements and displays.
Why this can help:
- Lessens distractions
- Allows more focus
When the difficulty is physical
Tip:
Consider offering pencil grips, rulers with handles and writing slopes, or doing practical maths on the floor.
Why this can help:
- Supports fine or gross motor skills.
When the difficulty is with confidence
Tip:
Praise the effort and process rather than the answer. Develop a growth mindset in the classroom where children feel safe to explore and discover things themselves.
Why this can help:
- Raises self-confidence and ensures children ‘have-a-go’ without worrying about getting a wrong answer.
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These top tips have been collated from other Maths — No Problem! blogs including:
Everyone Can Explore: Supporting access for all learners
Teaching children with dyspraxia
Supporting learners with SLCN in the classroom
