Learning Environment and Voice of the Child

Models of participation can be used to support schools in baselining and auditing of current practices in relation to pupil voice. Descriptions of three models can be found in ‘Seeking the Views of the Child: A Resource for Schools and Services’ CYPS SEND Team, 2019. The Personal Learning Plan (PLP) Guidance for Schools (Section Four).

Effective communication with parents / carers is an essential component of creating a positive learning environment, as an effective working partnership will be the best way to support the pupil’s learning and emotional wellbeing. Parents / carers should be made aware of the provision the school is putting into place to support the pupil, and of how they can support the pupil at home. Communication should be two-way so that parents / carers know how to express any concerns promptly. Parents provide valuable background medical, physical or emotional information which will often explain the difficulties the pupil may be experiencing - it is vital that parents are listened to and included.

All pupils have the right to a broad and balanced education. Every day, teachers and school staff show dedication, imagination, skill and empathy in their work with pupils. This section aims to share and promote best practice for inclusion of all pupils with a variety of different learning needs. The table and infographic below summarise how inclusive cultures, policies and practices help schools to make reasonable adjustments to support pupils with a variety of learning needs.

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Figure 1: Accessibility Planning Guidance for Schools-Children and Young People’s Services from the SEND Implementation Team Document.

Every school should aim to be an inclusive school. The ‘School Improvement Plan Model’ promotes school effectiveness by improving the educational experience of all pupils to raise standards. Where any pupil (with or without SEND) fails to thrive then the focus should be on the environment and not on the individual child. If the environment is not conductive to their learning or equally if the teaching approach is not working for pupils, then it should be adapted to ensure an equitable system. 

High quality teaching is best achieved in an inclusive classroom and where pupils’ difficulties are identified early and appropriately met.  

Inclusive teaching of literacy should be balanced, multisensory, structured, sequential, cumulative and phonics based. Some pupils will require significant overlearning at a slower pace. Disability Discrimination Code of Practice for Schools and Good Practice Guidelines for Schools

• Develop positive language with the pupil, for example, if the pupil says “I can’t do...” respond with “Yes you can, I need to explain it better or teach you strategies to help”
• Adopt a Plan, Do, Review approach:
  • Plan - Introduce new learning and link to prior knowledge, the pupil discusses what he / she is doing and sets a goal, identifies what may be challenging
  • Do - undertake the activity and remind the pupil of his / her plan
  • Review - review his / her performance and ask what strategy helped him / her to achieve his / her goal
• Encourage the pupil to articulate his / her own thinking and develop and apply strategies independently
• Carefully observe the pupil’s behaviour, as often this reveals a lot about how the pupil is feeling
• Pupils who can self-regulate effectively are more likely to be motivated to engage in learning and use strategies to help them learn - so it is important to teach, model and guide pupils in this process
• Ensure any reasonable adjustments are in place and the environment is supportive of the pupil
• Multisensory approaches engage as many senses as possible simultaneously. This enables stronger connections to be made within the brain and aids the transference of information from short term to long term memory. At least two or more senses should be simultaneously used during an activity, for example, seeing something (visual), hearing something related to what is being seen (auditory), a related movement, such as speaking or writing (kinaesthetic); or touching something (tactile). Vocalisation (encouraging the pupil to speak aloud while undertaking a task) alongside multisensory activities is particularly effective
• Overlearning refers to practising skills that have already been mastered so they become automatic. Opportunities for overlearning should be provided through repetition, revision and practice. Skills should be practised in a variety of ways, for example, games, ICT-based activities, worksheets, and word building, using magnetic letters
• If the pupil is receiving small-group or one-to-one intervention outside the classroom, it is essential that there are close links between the work undertaken in the intervention and in classroom practice. The class teacher should be aware of what is happening within withdrawal lessons and able to support consolidation within the classroom
• Start where the pupil is at in his / her learning - base teaching on assessment which informs areas of difficulties and initiate an appropriate differentiated approach  
• Use explicit teaching - do not assume the pupil has prior knowledge or understanding
• If the pupil has an Individual Education Plan (IEP) / Personal Learning Plan (PLP) ensure targets / expected outcomes are SMARTE:
  • S - Specific
  • M - Measurable
  • A - Achievable
  • R – Reasonable / Realistic 
  • T - Time-bound
  • E – Evaluable / Evidence-based             
• Keep instructions and verbal information short and concise as the pupil may have difficulties in speech acquisition, verbal memory, speed of processing and working memory 
• Scaffold the pupil’s learning by providing structures such as a visual timetable or visual checklists - what happens now and next. Use a ‘What we are Learning Today’ (WALT Boards) at the start of a lesson - focus on the ‘how’ as well as ‘what’ we are learning. Learning objectives should be written on the board, discussed explicitly and linked to prior learning. A ‘What I have learned today’ (WILT Board) can guide discussion and summarising of what has been learned and what you want to find out next:
• Teacher Resource: WALT Board
• Ensure there is repetition and consolidation of new learning and that this is built upon prior learning
• Allow lesson breaks or time-out activities 
• Allow the pupil to work in a quieter area (if available) or use ear-defenders and privacy boards if helpful
• Regularly monitor a pupil’s learning to assess progress
• Only move forward onto new learning when a pupil is secure in what has been taught - allowing the pupil to feel a sense of achievement
• Use adaptive strategies when questioning, to ensure as far as possible, that the pupil gets it right (only ask questions on knowledge that you know is secure)
• Mark for success or highlight what the pupil has done successfully and could improve on - consider the Assessment for Learning document in relation to your schools Marking Policy
• Sensitive marking and ensure the pupil can process the feedback that you are providing:

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            Figure 2: Factors that may influence a pupil’s use of feedback

• A pupil who is displaying literacy difficulties may have a strength in another area and this should be promoted, enabling the pupil to integrate with different ability groups
• Make the pupil feel valued and enable him / her to show his / her interests and skills

• Provide alternatives to copying from the board, for example, a whiteboard beside the pupil with instructions, a post-it with key information or voice-recording of key information 
• Provide coloured overlays / reading rulers where appropriate for reading books or worksheets. Provide screen masking, using Read and Write Texthelp, on the computer:

Read and Write Quick Reference Guide for Google Chrome

Read and Write for Windows: Support Tools for Students with Dyslexia

• Assist the pupil to make the most of the accessibility features built into iPads / laptops, such as screen filters and text size adjustment
• Assist the pupil to access Texthelp Read and Write, Immersive Reader, Microsoft Lens, Inclusive Technology Passports
• Do not ask the pupil to read aloud unless this has been arranged, and he / she has had the opportunity to practise or the pupil requests to read
• Remember that differentiated material must provide intellectual stimulation while considering the pupil’s literacy difficulties
• Have a class literacy support kit in each classroom with resources and supports for all pupils
• Provide access to high-tech and low-tech inclusive technology 

• Colour-coded timetables, folders and books can be useful for different subjects: Editable coloured timetable    

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• Allow different ways of recording knowledge, for example: posters, mind maps, inclusive technology, cloze procedure, writing frames, sentence completion tasks and graphic organisers 
• Integrate working memory strategies into teaching and learning 
• Allow reasonable adjustments such as extra time, thinking time  
• Look at a range of resources such as: nasen website Call Scotland’s inclusion resources, Good Practice Guidelines for Schools,  SEN resource file Resource File to Support pupils with SEND Special Educational Needs (SEN) Resources - Updated document  
• Develop the pupil’s study skills and revision techniques. Integrate study skills and metacognition within our subject teaching
• Use more accessible text: 
• when using headings opt for larger font size in bold, lower case 
• Use text boxes and / or borders for effective emphasis 
• Left-justify with a ragged right edge (rather than justified) 
• Break text up with bullet points and numbering 
• Use matt paper rather than glossy; cream rather than white 
• Consider using a font such as Dyslexie, Comic Sans, Calibri or Arial 
• Increase Text size to size 14 (if not possible, then at least 12) 
• Line Spacing of 1.5 is preferable 
• Important information such as instructions / key words should be in Bold
• Avoid Underlining and Italics for emphasis
• Avoid text in block capitals as this is much harder to read 

Accommodation should allow full access to the curriculum and should be carefully considered to ensure learning expectations are not reduced. It is important to have ambitious curriculum goals however break goals into smaller steps and increase the time limit for the pupil.

• Give verbal as well as written instructions 
• Pre-teach key vocabulary before reading a new text
• Visuals and word banks
• Highlight important points in documents  
• Use voice mail as opposed to written memos   
• Use screen reading software for example, Immersive Reader, Microsoft Lens Inclusive Technology Passports
• Use of Texthelp ‘Read and Write’ Quick Reference Guide provides ‘Study Guide information in relation to accessibility tools (see examples below): 
• Read and Write Quick Reference Guide for Google Chrome
• Read and Write for Windows Support Tools for Students with Dyslexia
• A reading pen may be useful for unfamiliar words   
• Provide information on coloured paper (find out which colour helps the pupil to read best) 
• Use of overlays and visual aids for tracking, where appropriate
• Set up a computer screen with a coloured background to read digital documents 
• Use of eBooks and audiobooks
• Work in pairs and groups to research a new topic area
• Access arrangements for tests / examinations
• Pre-teach new subject-specific vocabulary words when introducing topics
• Embed opportunities to ‘learn how to learn’

• Allow plenty of time to read and complete tasks    
• Examine other ways of giving the same information to avoid reading overload 
• Discuss material with students, giving summaries and / or key points  
• Utilise information prepared in other formats, for example, audio format, drawings, diagrams and flowcharts   
• Minimise copying; provide handouts
• Use mind mapping software 
• Use digital recorders, for example, Dictaphones, voice recorders on tablets
• Use speech to text software, for example: Texthelp Read and Write or Microsoft Dictate

Read and Write for Windows Support Tools for Students with Dyslexia

Teacher Guidance: Microsoft Dictate Help Sheet

• Provide extended time on assignments that involve a lot of reading / writing
• Provide access arrangements for tests / examinations where students meet criteria

• Offer assistive technology software to proofread work, for example, MS Immersive Reader is a free tool, built into Word, OneNote, Outlook, Lens, Teams, Forms, Flipgrid, Minecraft Education Edition and the Edge browser, that implements proven techniques to improve reading and writing for pupils regardless of their age or ability. Introduce pupils to step by step guidance in the use of these accessibility tools, Inclusive Technology Passports, see a sample below:

                           Read and Write for Windows            Immersive Reader

• Use instant spell checkers on devices 
• Use a device to change background colour of screen to suit individual preference; supply anti-glare screen filter
• Use of keyword mats for subject-specific spellings

The term ‘neurodiversity’ helps to promote the understanding that brains are diverse, and differences in how we think, learn, and behave should be accepted as a normal part of human variation. Neurodiversity is an umbrella term that includes all Specific Learning Difficulties, many of which can co-occur.

ADHD is a neurodevelopmental disorder which presents with behavioural symptoms such as inattentiveness, hyperactivity, and impulsiveness. Individuals with ADHD can have many strengths alongside their difficulties, such as increased creativity and problem-solving abilities. Pupils with ADHD may have additional problems such as anxiety, depression, and sleep disorders.

Autism is a developmental condition that impacts how individuals think about and experience the world. Pupils with Autism often have difficulties with communication, social and emotional skills. They may also display sensory difficulties, finding things like loud noises or bright lights uncomfortable for example. The severity of the presentation of the pupil / young person with Autism, may vary across individuals with the same diagnosis.

Developmental Language Disorder (DLD) was previously known as Specific Language Impairment (SLI). The term DLD is used for pupils with persistent and unexplained language difficulties which impact on their social and educational functioning. There is no obvious reason for these difficulties, and they are not due to another condition such as Autism or a hearing impairment. 

DCD (also known as Dyspraxia) is a condition affecting physical coordination. This can manifest itself in difficulties in tasks involving fine and / or gross motor coordination, such as writing, riding a bike, self-care, and play. Pupils with DCD have difficulties learning the movements required to carry out activities and with transferring motor skills to new tasks.

Some pupils experience visual difficulties when they read, such as blurred text, difficulty in following text, headaches and illusions of written text moving. Anyone experiencing such difficulties should be assessed by a registered optometrist.

Hearing impairments can affect a pupil’s ability to develop speech and language skills such as expressive and receptive communication. This can have a corresponding impact on his / her progress in learning to read and write.

Pupil Support Services provide support to schools, parents / carers, children, and young people on a range of special educational and medical needs. The EA Services deliver extensive programmes which assist schools in their responsibilities in supporting children and young people with SEN and medical needs. General advice and guidance on Special Educational Needs can be accessed through the link below: Special Educational Needs (SEN)

Autism Advisory and Intervention Service (AAIS)

The Autism Advisory and Intervention Service (AAIS) is a regional service that provides advice and support for pupils with Autism.

Sensory Service 

The Sensory Service is a regional service to support children and young people who are deaf and / or hard of hearing, Vision Impaired (VI) or Multisensory Impaired (MSI).

Language & Communication Service (LCS)

The EA Language & Communication Service (LCS) supports pupils with identified language difficulties as a primary area of need.

SEN Inclusion Service

The EA SEN Inclusion Service supports the effective inclusion of children and young people with learning and medical needs.

Special Educational Needs (SEN) Resources

SEN Inclusion Service Guidance and Resources

Wellbeing Resources

SEN Early Years Inclusion Service (SEN EYIS)

The Special Educational Needs Early Years Inclusion Service (SENEYIS) provides support for pre-school children who have special educational needs and disability (SEND).

They support the educational development of pupils with SEND arising from one or more identified learning need in the areas of cognition and learning (C&L), speech, language and communication (SLCN) and/or social, behavioural, emotional and wellbeing (SBEW).

They work in partnership with children, early educational setting / pre-school staff, parents or carers, and other professionals.

The following professional learning modules may be helpful for additional information regarding the strategies recommended in this chapter. They are provided by the Literacy Service and are available through the Children and Young People's Services Professional Learning Programme which is hosted on the EA website. The access code to the courses is updated each year and shared with your Principal in September:

• Planning Teaching to Support Pupils with Literacy Difficulties (Primary and Post Primary)
• Dyslexia Awareness for Classroom Assistants 
• An Overview of How Assistive Technology Can Help Pupils with Literacy Difficulties (Pre-School, Primary and Post Primary)
• Dyslexia Friendly Primary Classroom
• Dyslexia Friendly Post Primary Classroom
• Using iPads to Support Pupils with Literacy Difficulties (Everyone)

Azorin, C and Aincow, M, 2018 “Guiding Schools on Their Journey Towards Inclusion” International Journal of Inclusive Education24(1):58-76

British Journal of Special Education, Vol 29 (1), pp. 29-36 Masten and Barn 

Booth T. 2018. ‘Mapping Inclusion and Exclusion: Concepts for all? In Towards Inclusive Schools?’ Edited by C. Clarke, A. Dyson, and A. Millward, 96-100

DE: (2009): Every school a Good school, a Policy for School Improvement

DE: (2008):  Every school a Good school, A Strategy for Raising Standards in Literacy and Numeracy 

DE (2011): Count Read Succeed. Bangor: DENI 

DE, (2009): The Way Forward for SEN and Inclusion

DE, (2012): Every school a Good school, SEN and Inclusion Consultation document

DE, (2012): Every school a Good school, Summary report to responses to consultation document

DE, (2011): ‘A Resource File for Schools to support children with special Educational needs’

Elliott, J. and Grigorenko, E. (2014): The Dyslexia Debate. New York: Cambridge University Press.

Humphrey, N. (2002), ‘Teacher and pupil ratings of self-esteem in developmental dyslexia’

McMurray, S. (2020). A resource for schools to support children who may have Special Educational Needs: The importance of an integrated approach when learning to spell 

McMurray, S, and Fleming C. (1998, 2006) The CSP Spelling and Language Programme, (3rd Edition, 2014) The Read Write Company Limited

McMurray, S. and Thompson, R. (2016) Issues in Inclusion and Individual Learning Needs Learning to Read. Journal of Research in Special Educational Needs. Volume 16, Number s1, 679‐683 doi: 10.1111/1471‐3802.12200       

McMurray, S. (2002) The Harberton Reading Programme. EA (Belfast Region) Reprographics Departments, 2018 

Reid, G. (2010) Learning Styles and Inclusion. London: Sage Publications Ltd 

Seeking the Views of the Child: A Resource for Schools and Services CYPS SEND Team, 2019

Together Towards Improvement, ETI (Education and Training Inspectorate) (2011)