READING-WRITING AND AUDIO BOOKS
GOAL & METHOD
GOAL#6 INCLUSIVE TEACHING
METHOD#1: cooperative group teaching
Advised Age Group
Support teachers/co-teachers/teaching assistants; visual tools and perceptive means to favour and settle the phoneme-grapheme association.
Conversation and interaction
Organise this activity with the support of another teacher, in order to decrease learning barriers by encouraging learner participation through offering inclusive opportunities for personal growth.
Main teacher: read and guide a conversation with comprehension exercises.
Support teacher: work alongside the main teacher, helping to create interactive activities or group challenges with the aim to exercise and better understand. For example: spelling rules, reading skills and text comprehension. Focus on the learners’ needs.
Tailor activities on learners’ needs
Support teacher: propose activities tailored to the specific needs of the learners, based around reading stories loudly or listening to audio books. These stories are then analysed and re-elaborated on within an inclusive group of learners (SEN and non-SEN learners). Learners conduct self-evaluation.
Plan comprehension tests at the end of each learning unit. This could be done through a self- evaluation rubric. The goal is to understand the meta-cognitive capacity of each individual learner. Evaluation methods can vary from one group of learners to the other. Some examples are: points, smileys, descriptions, etc.
Inclusion of SEN learners and of learners with disabilities can be carried out in the classroom with the intervention of the support teachers who tailor tools and study materials to the needs of the individual learner and the use of self-evaluation partly designed by learners themselves.