Introduction
This essay reflects on a recent experience of teaching students with learning difficulties and additional learning needs, outlining the situation, actions taken, and outcomes for both the students and my professional development. It further explores how a chosen course in Inclusive Education will enhance my skills to support such students within my school context. By addressing a specific case involving students with diverse needs, this piece demonstrates the importance of tailored strategies in fostering an inclusive learning environment. Additionally, it aligns my aspirations with the intended learning outcomes of the course, illustrating their potential application to improve inclusive teaching practices regionally.
The Situation: Identifying Learning Needs
During my recent placement at a secondary school in the UK, I worked with a small group of Year 8 students identified as having learning difficulties, including one student with diagnosed dyslexia and another with suspected but undiagnosed specific learning needs. The dyslexic student struggled with reading comprehension and written expression, often becoming frustrated during literacy-heavy tasks. The second student displayed challenges with numeracy, possibly indicative of dyscalculia, though formal assessment was pending. Both exhibited low confidence, disengagement, and inconsistent academic progress compared to peers. Recognising these barriers, I collaborated with the Special Educational Needs Coordinator (SENCO) to understand their needs better, ensuring that my approach adhered to the school’s inclusive policies and the broader framework of the Equality Act 2010, which mandates reasonable adjustments for students with disabilities (UK Government, 2010).
Action: Developing and Implementing a Support Plan
To address these challenges, I devised a differentiated teaching plan focusing on accessibility and engagement. For the dyslexic student, I incorporated assistive technologies, such as text-to-speech software, and provided worksheets in larger fonts with simplified language. I also introduced multi-sensory learning techniques, such as tracing letters in sand, to reinforce literacy skills—a method supported by research on dyslexia interventions (Reid, 2016). For the student with numeracy difficulties, I used visual aids like number lines and manipulatives, breaking tasks into smaller, manageable steps to build understanding and confidence. Lessons were structured to include frequent breaks and positive reinforcement, ensuring a supportive environment. Furthermore, I conducted regular one-to-one check-ins to monitor progress and adjust strategies, demonstrating a responsive approach to their evolving needs.
Outcome: Impact on Students and Professional Growth
The impact on the students was notably positive. The dyslexic student showed improved engagement, completing reading tasks with greater confidence over six weeks, while the student with numeracy challenges began to participate more actively in maths lessons, achieving small but consistent gains in basic calculations. Personally, this experience deepened my understanding of individualised learning plans and the importance of flexibility in teaching. However, I also recognised limitations in my knowledge of diagnostic processes and advanced interventions, highlighting areas for professional growth. This reflection aligns with broader arguments in inclusive education that teacher efficacy improves through targeted training and self-evaluation (Florian and Black-Hawkins, 2011).
Future Development: Leveraging the Inclusive Education Course
The chosen course in Inclusive Education, offered by a reputable UK university, includes learning outcomes such as critically evaluating inclusive pedagogies, understanding legislative frameworks, and designing evidence-based interventions for diverse learners. I anticipate that mastering these outcomes will enhance my ability to identify and address learning difficulties more systematically within my school. For instance, by applying advanced strategies for differentiation and collaborating with regional SENCO networks, I aim to advocate for policy changes that prioritise early identification and support. Indeed, this aligns with research emphasising the role of teacher education in systemic inclusion (Ainscow, 2016). Therefore, the course will equip me to foster a more inclusive environment, benefiting not only individual students but also the wider school community.
Conclusion
In summary, my experience supporting students with learning difficulties underscored the value of tailored, evidence-based strategies in promoting engagement and progress. While the outcomes were encouraging, they also revealed gaps in my expertise that I seek to address through the Inclusive Education course. By aligning the course’s learning outcomes with my current role, I am confident in strengthening inclusive practices at both classroom and regional levels. This journey reflects the broader imperative in education to adapt continuously, ensuring that all learners, regardless of need, can thrive in supportive environments.
References
- Ainscow, M. (2016) Collaboration as a strategy for promoting equity in education: possibilities and barriers. Journal of Professional Capital and Community, 1(2), 159-172.
- Florian, L. and Black-Hawkins, K. (2011) Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828.
- Reid, G. (2016) Dyslexia: A Practitioner’s Handbook. 5th ed. Wiley-Blackwell.
- UK Government (2010) Equality Act 2010. Legislation.gov.uk.
