Inclusive education should be more dynamic

At the end of July and beginning of August, our teacher Zuzana Žipaj-Mišková took part in the Erasmus+ educational program Inclusive Practices in English Language Classroom in Dublin, Ireland. What knowledge and experiences did she bring back with her? You can find out in this short interview.

What are inclusive practices?

Inclusive practices, i.e., inclusive techniques in the classroom, are focused on teaching students with dyslexia, attention deficit disorder, or autism. The training was very informative. I gained basic knowledge about what these diagnoses mean, how they manifest themselves, and how these students see the world. Try reading this text through the eyes of a dyslexic: https://geon.github.io/programming/2016/03/03/dsxyliea .

Why did you decide to participate in the mobility program?

As a teacher, you are sometimes like a juggler: you try to keep the balls in the air, cover the planned curriculum in the allotted time, keep track of how much you talk, record attendance, plan, tailor lessons to students… That’s why it’s essential for us to keep classroom techniques as simple and practical as possible.

Which techniques are appropriate to use in an inclusive classroom?

An excellent example is attention deficit disorder, where movement and alternating activities are important. If, as a teacher, you can choose at least one kinaesthetic activity and alternate it with others, you’ve won. Smaller doses are also important for dyslexia. Shorter, color-coded texts are very helpful. It is also important to teach vocabulary properly and avoid techniques such as rapid text scanning. Autism is a complex and complicated topic, as we are talking about a spectrum, but its accompanying phenomena can include dyslexia, Asperger’s syndrome, or ADHD. It is therefore essential to get to know the student well. A surprising piece of information from the course was that the educational process should not be slower, but more dynamic, thus breaking the stereotype associated with slower learning.

Did you have time to explore the city?

Yes. Visiting Ireland has always been my dream. I love Irish musicians, I enjoy good whiskey, and I adore cooler weather. Tell me, isn’t it paradise? For me, it certainly was, as I experienced everything I mentioned. There was live music on almost every street. You could just stand and listen, or pop into the nearest bar and enjoy the music with a glass of Guinness, the Irish favourite. But the best part was the trips to and from school. I walked past St. Patrick’s Cathedral, a majestic building that exuded history. In the morning, the city was just waking up, but in the afternoon, people sat in the park around the cathedral, reading books or having dinner.

How would you sum up your stay?

Ireland certainly did not disappoint; in fact, it exceeded my expectations. I am glad that I gained knowledge that I can pass on to my colleagues and at the same time I drew energy from new experiences.

Edited by: Kamila Jančíková / Photos: Zuzana Žipaj-Mišková