INCLUSIVE

Practi ces i n Engl i sh Language Teachi ng

What?
1. Inclu s i v e e d u cation is described as a process that
helps o v e r c ome barriers limiting the presence,
parti c i p a t i o n , and achievement of learners. It is
based o n t h e principle of equity, where each learner
i s pr o v i d e d w ith what they need in order to succeed.

2. Why in CCA classes?

Impl e m e n t i n g inclusive practices in the classroo m
bene f i t s s t udents by im proving learning outcom e s ,
foste r i n g s o c ial skills, providing equitable opportuniti e s ,
and e n h a n c i n g the reputation of the institution.

3. How?

A safe learning environment

Crea t i n g a c l assroom where everyone feels included i s v e r y
i mpo r t a n t . T eachers should make sure that everyone r e s p e c t s
and s u p p o r t s each other, valuing what makes each p e r s o n
speci a l . T h i s means making sure the classroom is com f o r t a b l e
for e v e r y o n e , with good lighting, the right temperat u r e , a n d
not t o o m u c h noise.The C CA is dedicated to making a s a f e
place w h e r e e veryone feels important, respected, and a b l e t o
do th e i r b e s t .

Continuous Professional Development

The C C A p r o vides training and resources to prom o t e

awar e n e s s a n d understandi ng of diversity and inclusi o n .
The g o a l i s t o create awareness about unconscious bias e s
and ch a l l e n ge stereotypes, thereby promoting a n
i nclu s i v e a n d prejudice-free work environment.

We c a n m a k e small adjus tments to classroom pract i c e

and l e a r n i n g materials to meet the needs of all learne r s .
We c a n e x plore topics like neurodiversity, soc i a l ,
emot i o n a l , and behavioral difficulties (SEBD), a n d
i nclu s i v e p r a ctices in the use of learning materials. Th i s
bene f i t s a l l learners by making the curriculum mo r e
enga g i n g , i n t eractive, and tailored to individual needs.
 Learning Material

Inclu s i v e e d u cation aims to provide an accessibl e l e a r n i n g

envir o n m e n t for all students, recognizing and embra c i n g t h e i r
i ndiv i d u a l d i fferences. Tea chers can make informed d e c i s i o n s
when s e l e c t ing and using learning materials by f o l l o w i n g
guide l i n e s on differentiation, classroom management,
mul ti s e n s o r y and multimodal learning, and learning s t r a t e g i e s .
By a p p l y i n g differentiation principles to learning mat e r i a l s a n d
tasks , t e a c h ers can ensure that materials are adapte d t o m e e t
the n e e d s of neurodiver se learners. Collaborativ e l e a r n i n g
oppo r t u n i t i e s , such as pairwork and groupwork, can a l s o c r e a t e
an i n c l u s i v e ethos in the classroom. Teachers ca n i n v o l v e
l earn e r s i n c r e ating adapted materials and

Collaborative Learning Activities

Colla b o r a t i v e learning activities are an importa n t

aspec t o f i n c lusive teaching. These activities invol v e
pairw o r k a n d groupwork, providing learners wit h
oppo r t u n i t i e s to work together and create an inclusiv e
class r o o m e n v ironment. Co llaborative tasks can ran g e
from s h o r t activities like transactional dialogues t o
more s u b s t a n tial tasks like project work, allowin g
l earn e r s t o e ngage with the content and sustain a n
i nclu s i v e e t h o s. Teachers c an adapt task procedures i n
l earn i n g m a t e rials to crea te collaborative pairwork o r
group w o r k o pportunities, s uch as using a Think-Pai r -
Shar e f o r m a t , which benefits students who need mor e
time t o p r o c e ss a response.

Equity and Parity of Opportunity

Inclusive education is based on the principle

of equity, ensuring that each learner is
provided with what they need to succeed. It
offers equal opportunities for all students,
regardless of their background, abilities, or
disabilities.