CHAPTER 4
The Curriculum
Planning for an Inclusive Curriculum
The previous chapter concentrated on identifying, assessing and planning for those with additional/different needs. The Code of Practice suggested an individual approach by its demands for detailed assessment and planning, but this had the effect of adding to the administrative and bureaucratic load on SENCos. The problem for class and subject teachers is that children are not taught as individuals for much of their day, but in social groupings of up to 30 or more. The teaching and learning process is therefore, interactive. Within-child features play their part, but so do classroom organisation and resourcing, modes of curriculum delivery and teacher management style. Some educators, ...
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