George has impairments that affect his communication skills, social development and flexibility with his thoughts; this triad of impairments is commonly known as Autistic Spectrum Disorder (ASD). This condition results in George becoming quite fixed in his thoughts and actions which require him to have support to enable him to progress through tasks in lessons. George struggles with socialising with his peers and finds it difficult to read social cues. This alongside his difficulty in expressing his ideas, thoughts and opinions make it difficult for him to work on group tasks. As George is a science lesson which is exploring sounds, there is a risk that George may not feel comfortable with the level of noise, consequently certain sounds may upset him.
For George to actively participate in the science lesson, it is important to incorporate the aims of the National Curriculum for teaching science and the significance of inclusive education. Effective science teaching allows pupils to be able to make connections to the real world and construct meaning for natural ...
... middle of paper ...
...rge’s barriers to learning are evidence of reasonable adjustments made to make his learning inclusive.
In conclusion, this rationale has established how a science lesson, can be adapted with strategies to make the learning accessible for George with his ASD. In accordance with the requirements set out by the Equality Act 2010, SEN code of practice and the teaching standards, the strategies discussed provide evidence of reasonable adjustments made, to create an inclusive science lesson for George. This lesson plan has exemplified how George has been motivated and progressed in his learning by being able to carry out an investigation and drawn simple conclusions from his results. George learnt how a scientific investigation is conducted and the process skills of controlling variables, predicting, recording and interpretation of results involved in a scientific enquiry.
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