Reinforcing inclusion: Arts teachers' micro-adaptations for students with SEND.

Beccy Thompson

Reinforcing inclusion: Arts teachers' micro-adaptations for students with SEND.

School of Education

Research output: Contribution to journal › Article › peer-review

Abstract

The article focuses on the qualitative research examining how arts teachers implement micro-adaptations to support the inclusion of students with special educational needs and/or disabilities (SEND) in a boys' secondary school. It highlights the importance of adaptive teaching, which emphasizes meeting diverse student needs through spontaneous, in-the-moment decisions rather than pre-planned tasks. The findings reveal that teachers effectively capitalized on students' strengths and scaffolded skill-based tasks, thereby reinforcing inclusive practices. The study underscores the need for further exploration of teachers' reflective practices to enhance support for students with SEND.

Original language	English
Article number	2
Pages (from-to)	10-13
Number of pages	4
Journal	Impact
Volume	24
Issue number	2
Publication status	Published - 19 May 2025

Keywords

SEND
Arts teachers
Inclusion
Adaptive teaching

Access to Document

https://my.chartered.college/impact_article/reinforcing-inclusion-arts-teachers-micro-adaptations-for-pupils-with-send/#:~:text=One%20aim%20of%20the%20research,all%20aspects%20of%20school%20life

Cite this

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title = "Reinforcing inclusion: Arts teachers' micro-adaptations for students with SEND.",

abstract = "The article focuses on the qualitative research examining how arts teachers implement micro-adaptations to support the inclusion of students with special educational needs and/or disabilities (SEND) in a boys' secondary school. It highlights the importance of adaptive teaching, which emphasizes meeting diverse student needs through spontaneous, in-the-moment decisions rather than pre-planned tasks. The findings reveal that teachers effectively capitalized on students' strengths and scaffolded skill-based tasks, thereby reinforcing inclusive practices. The study underscores the need for further exploration of teachers' reflective practices to enhance support for students with SEND.",

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