![]() Does the school passively include children where they are present in the room without true participation or is there an active effort to adapt their teaching to suit the needs of everyone in the school?.Does the teacher go the extra mile to include children with differing needs into lessons?.Does the teacher use a different tone of voice when speaking to a child who has a disability?.How are pupils grouped in the class? Are they streamed according to their literacy ability?.Does the teacher display pictures on the wall of white “normal” children only or is there a mix of children with physical disabilities, different ethnicities, same-sex parents etc?. ![]() Does their body language demonstrate openness and effort to including children with various needs?.Does the school use the correct language and tone when speaking about minority groups?.Here are some questions to consider: Understanding your hidden curriculum Where the hidden curriculum becomes particularly important is where we start to tie it in with the concept of inclusion. The teacher may not sit down and explicitly teach the children this dynamic, but it is indirectly taught as part of the hidden curriculum. The student learns what the dynamic of this relationship is through watching how the teacher interacts with pupils, what is appropriate to say and when and what is inappropriate. With their environment and through being present in the classroom and schoolĪnd watching the teachers’ actions, words and body language, they can learnĪ simple example of this hidden curriculum is the relationship between teacher and students. ![]() Children learn through watching and interacting The hidden curriculum is considered the beliefs and attitudes that are
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