- [Instructor] An inclusive learning environment that includes all high school students, brought to you by the New South Wales Department of Education. An inclusive learning environment is one that supports and caters for learners of all abilities, celebrates diversity, and supports a full participation and engagement of students. Inclusive learning environment settings can benefit all students. One of the ways teachers can create an inclusive environment is through careful consideration of the layout of learning environments. This presentation provides an overview of some of the ways in which high schools can modify and tailor learning environments, so that all students feel valued, focused, and engaged. Some of these adjustments can be made with minimal resources or budget, while others may be considered when planning renovations to existing spaces or planning for new spaces. Developing inclusive learning environment settings involves flexibility and intentional planning to meet the needs of all students. When planning for and creating an inclusive learning environment, some key considerations to keep in mind may include: accessibility needs of students, how to best support and maintain the attention and engagement of students, and specific sensory needs of students. To develop an inclusive learning environment, it is critical to partner with students, their families, and allied health professionals. With collective shared information, teachers can design classrooms that are tailored to individual student abilities and preferences. Organization of the layout of the room is dependent on the furniture provided by the school. Some high schools have individual desks set up in pairs that can easily be moved together, creating tables for small group work. Other schools have longer table benches, with space for three seats or wheelchairs. One of the first considerations when developing an inclusive classroom is ensuring the safety and accessibility needs of all students are met. Ensuring safety and accessibility needs for all students can include removing clutter and ensuring spaces are wide enough for all students to navigate. Ensure tables or desks are accessible for students with physical disabilities. Make sure day-to-day materials are within reach of students. This includes keeping class books at a height that all students can easily reach. Considering the height of seating and resources may be particularly relevant for spaces that typically use benches. For example, the height of benches in science rooms may not support hands-on participation in learning for some students. Careful consideration of timetabling may be important for students who need more time or support to transition from one classroom to another. This may also be relevant for students who need seating supports to manage pain or their seating position. Where possible, limiting transitions across classrooms may be best for these students. Developing a class culture of picking things up off the floor and always returning items to their place can also help keep the classroom safe and accessible to all. Some students may respond in different ways to sensory stimulation. For example, some students might find having bright colors or too much work displayed on the wall, distracting or distressing, while others may love being surrounded by color and sensory input. To cater for diverse needs, a good middle ground can be to have a lower sensory load within the main part of the classroom and add specific sensory stimulating zones that students can move to when needed. Some of the ways you can reduce sensory overload may include: avoiding wearing perfumes, letting in natural light, improving ventilation to reduce odors, considering the temperature of the room, and allowing the use of water bottles, utilizing window coverings or the use of natural light and blinds, and using room and wall decorations that have neutral or natural color palettes; such as light wood grains and indoor plants. Limiting text, imagery, patterns, and content displayed on the walls can help support students who become overwhelmed with sensory stimulation, as well as students who are easily distracted. You can also look for ways to reduce noise, such as providing rugs or carpeting, or allowing all students to use noise cancelling headphones in class to help them focus. Provide a quiet space that students can access when feeling overwhelmed. Opportunities to take brief movement breaks, such as going to get a drink and fresh air or walking around the classroom or a hallway can be helpful for students who are feeling overwhelmed. Expectations for movement breaks and safe spaces can be determined through consultation with students and clearly communicated, so they're used appropriately. Having movement breaks and access to a safe space when needed can encourage all students to recognize and manage their emotions. It can also foster a culture among both staff and students that recognizes that all students need adjustment and support at times. In the high school years, many students will be able to identify the strategies they find most helpful when feeling stressed or overwhelmed. Check in with students and, where relevant, their families, allied health professionals, or learning and support team, to understand how you can support students with using their strategies in the classroom. There are many social pressures in high school, and many students don't want to be seen as different. Support students by offering discrete adjustments or, given most adjustments benefit all students, consider offering the same adjustment across the whole class or cohort rather than targeting an individual student. Provide opportunities for students that find sitting still challenging to move around and work at standing desks. It can also be helpful to sit students who may be easily distracted, so they are facing away from stimulating areas. You may find students may focus more easily when positioned towards the front of the room, where you can easily make eye contact. Students who have low vision, or are deaf, or hard of hearing, may also need to be seated near the front of the room, so they can see your face or the materials you're using. When planning the seating layout in a classroom, consider how you can support pair or small group work, so that students can build connections with their peers. Paired and small group work may be particularly important for students who feel anxious about speaking in front of the class and are more comfortable speaking with one or two peers. Setting up small group activities in the four corners of a room can help manage noise levels. And using this approach consistently helps students know what to expect. Many schools use interactive whiteboards. These are a great tool to use in engaging students in interactive learning opportunities. Keep in mind the brightness of the whiteboard screen for students with sensory sensitivities and find out how you can best change the settings, so they are suitable for a student with low vision. Displaying learning intentions on the whiteboard and a lesson schedule can help students know what's coming up next, which may reduce anxiety around transitions. Providing clear step-by-step instructions and visual supports can help students anticipate what's expected of them, which may reduce anxiety or act as a prompt for students who missed an instruction. Finally, look for ways in which organizational skills and other skills that will help with successful post-school transitions can be fostered within the classroom. For example, explicitly teach students how to develop systems to keep their learning organized, such as using color coding or labels to group key learning area materials together and clear processes for managing and keeping track of homework or projects. Inclusive learning environments go beyond classroom layouts that meet accessibility and safety needs of students. Inclusive learning environments of those in which students can connect with their peers, develop increasing autonomy, feel a strong sense of belonging, and are supported to deeply engage in learning experiences. One final, yet important consideration to creating an inclusive classroom layout, is to actively look for opportunities to reflect and celebrate diversity. Selecting books, videos, posters, and images for the classroom and lessons that reflect diversity can help students feel valued, respected, and included. Thank you for learning about inclusive classroom layouts today. Please keep exploring the Inclusive Practice hub for more guides and resources to enrich your inclusive practices.