TOOL IN INCLUSIVE EDUCATION
INCLUSIVE PEDAGOGICAL PRINCIPLES CHECKLIST
INCLUSIVE PEDAGOGICAL PRINCIPLES CHECKLIST
(This form is completed by the Head teacher, SEOs, DEOs and inspectors. This tool is
focusing on supervising application of inclusive pedagogical principles within mainstream
classrooms)
School : --------------------------------------- Date: ------------Class : ------------------------------------------ Completed by : ---------------------1. PARTICULARS OF CWIs AND OTHER SEN THAT ARE IN THE
CLASSROOM.
N°
Names
Sex
Age
Exceptionality
1
2
3
4
5
6
7
8
9
10
2. DESCRIBE BRIEFLY THE ATTITUDE OF THE TEACHER TOWARDS
CHILDREN WITH DISABILITIES AND OTHER SEN
3. PEDAGOGICAL PRACTICES
N°
Activities
1
Use of cooperative learning
Yes
No
Evidence
2
2
3
4
5
6
7
8
9
10
11
12
13
14
(peer tutoring)
Use of learner centred
approach: e.g., teacher using
pupils’ names and targeted
questioning
All children are on task
The class work given to
children respects their
different learning needs and
abilities
The teacher is a good listener
and has a good relationship
with the students
The teacher motivates the
children through the use of
praise and other forms of
positive reinforcement
Children’s work and visual
aids are displayed throughout
the classroom
The teacher uses multisensory activities to help all
students learn (visual,
auditory, oral, tactile and
kinesthetic)
The curriculum is adapted to
meet the learning needs of all
learners
The teacher provides
opportunities for students to
connect their learning to their
previous experiences and to
explore learning in a real life
context
The teacher creates a learning
environment that enables all
students to participate in all
aspects of classroom life
The teacher moves throughout
the classroom using
continuous monitoring and
evaluation to support students’
learning
The teacher monitors and
manages students’ behaviour
through encouraging positive
behaviour
The teacher is motivated to
work with children with
3
15
16
17
18
19
20
21
impairments and other SEN
The teacher communicates
appropriately for all learners’
needs ( e.g., volume and tone
of voice, speed of speech)
Students’ communication
books demonstrates
collaboration between home
and schoo (e.g., behavior,
health concerns, academic
progress)
The teacher involves children
with impairments and other
SEN in recreational activities
(sports, drama, etc)
In the classroom, statements
and regulations are posted that
stipulate education and
inclusion as a right
The classroom is arranged in a
way that is physically
accessible to all learners
The teacher’s practice
demonstrates an awareness of
the importance of accident
prevention
The teacher promotes hygiene
and life skills in the classroom
throughout all learning and
teaching activities.
4. SUPPLEMENTARY QUESTIONS
1. What activities are the following children engaged in during the observation?
Children on Individual
Education Plans
Children receiving
resource assistance
Children utilizing the
Resource Centre
Mainstream learners
4
2. What are the learning resources that the teacher is using to teach inclusively?
a. Ordinary subject text books
b. Braille text books
c. Sign Language Dictionary
d. Locally made educational materials
e. Educational materials provided by the school
f. Audio-visual aids
g. Assistive devices
h. Other (please explain)
3. Are the lesson’s objectives inclusive? What are the objectives?
e.g., By the end of the lesson,
- 39/40 will be able to count 1 – 5 orally.
1 will count 1 – 5 with Sign Language.
4. How is the classroom furniture arranged?
a. Format of U
b. Semi circle
c. Table groups
d. Rows
e. Other (please explain)
5. What are the teacher’s strengths ?
6. Next steps to develop the teacher’s practice are:
General remarks if necessary
Teacher’s signature
Supervisor’s signature
5