Creating connections through social and psychological inclusion
Classroom instructional strategies
Teachers must try to creatively employ a wide variety of participation strategies that encourage active social and psychological inclusion. Consider:
Cultivating personal relationships with all students by connecting informally
- Hold daily classroom meetings each morning with students to help build a sense of community and provide opportunities for conversation among students;
- Ask students to share something of interest they have observed or done with each other during these sessions;
- Establish positive relationships that increase the likelihood of students feeling safe and experiencing a sense of belonging.
Using cooperative learning strategies so students can work together
Build cooperative learning strategies and problem-solving-based learning approaches into lesson so students are teamed for activities;
Encourage sharing of ideas, materials and working together to develop project products;
Structure teams so individual goals are established for each student and all participants have the opportunity to contribute to the best of their ability.
Setting up lunchtime peer support in the form of a rotating buddy system to avoid social isolation
Help the student avoid the experience of social isolation by establishing a voluntary, rotating lunchtime buddy or support system;
This unstructured time is an opportunity for the student to practice their social skills with peers and experience feedback.
Encouraging participation in extra-curricular school activities
Investigate the non-academic activities that are available and encourage the student to join where appropriate;
Choose options that are non-competitive in nature, where there are no tryouts or auditions, and that are fun.
Model respect, acceptance and an appreciation of diversity, including disability
Teachers have the biggest influence on classroom relationships and social acceptance of diversity;
The degree to which teachers model the acceptance of students with additional learning needs directly affects the attitudes and behaviours of the students.
