SEND advice and guidance

How to promote MSI inclusion in the classroom – Top tips

Communication

https://youtu.be/LGJ4aDYutn0
  • Use a total communication approach (Speech, BSL, tactile cues, on-body signs, objects and sounds of reference).
  • Visual cues can be used for activities and actions. Make sure these have meaning to the child or young person and are consistent across your setting.
  • Give time to listen, process and respond.
  • Keep background noise levels to a minimum.
  • Relay key information 1-1 and check understanding using open questions e.g. Can you show me etc.
  • Gain attention before speaking / signing.
  • Consider teaching position. Avoid standing in front of bright lights or windows.
  • Avoid moving around the learning environment when talking.
  • Face the class when speaking so that children and young people can see your lip patterns.
  • Make facial expressions and emotions clear.

Access to Information

  • Position the learner near the focus of the lesson.
  • Use real objects and images to support teaching and learning.
  • Pre-teach concepts, vocabulary and skills and revisit to check understanding.
  • Allow time to explore. Use a hand under hand approach if appropriate.
  • Use a cross-curricular approach to embed learning (e.g. maths skills in cookery).
  • Avoid too many stimuli at the same time (visual, tactile and auditory info).
  • Present resources with good contrast, preferably on matte paper with a clear font such as Arial
  • Text should be left aligned to make it easier to find the start of sentences.

Environment and Getting Around

  • Control lighting. Use blinds to reduce glare.
  • Keep darker areas well lit e.g. toilets
  • Keep floors and walkways clear.
  • Ensure key routes around school are free from hazards e.g. staples in displays especially for those using tactile navigation. Consider hand rails or large print signage.
  • Keep classroom layout consistent.
  • Furniture to have good contrast to help differentiate items.
  • Activities to have a defined start and finish.
  • Describe journeys to the learner as they are happening.
  • Make the room acoustically suitable (i.e., carpeted floors, soft furnishings, wall coverings etc).
  • Reduce audio and visual clutter.
  • Avoid patterns. Where possible, stick to plain carpets and walls and even your clothes.
  • Make displays accessible, e.g. good contrast, resources at an accessible height.
  • Position near sockets if assistive technology is used.