Read an overview of the elements included in the professional practice 'Using inclusive practices'.

Resources for Using inclusive practices

Copyright British Council seminars
3 November, 2015
In this article, we explore some of the ways teachers, organisations and the wider community can encourage and support people learning English to improve their language, confidence and independence.
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5 October, 2015
This research report looks empirically and critically at gender and sexuality in a selection of primary and secondary Polish EFL classrooms, in terms of representation in textbooks and classroom...
The Language Rich Europe logo
13 June, 2014
The Language Rich Europe (LRE) consortium, co-funded by the European Commission and the British Council, calls on European institutions and member state governments to initiate new policies to...
25 November, 2013
Recently I had the privilege to spend a day with the brilliant teachers and wonderful pupils at the St Christopher Academy Trust specialist school near Southend in the UK who work with children...
25 November, 2013
In this article, Marie Delaney explores some of the myths surrounding teaching students with Special Educational Needs (SENs) and offers advice and tips.
25 November, 2013
‘How can I teach English to a learner who has difficulty speaking and understanding their own language?’
25 November, 2013
Are you interested in building your knowledge in issues around visual impairment? Do you want to have some hints and tips on how to include a VI learner in your classes? Would you like to learn about...
25 November, 2013
How can I teach English to a learner who seems not to listen properly?
22 November, 2013
Assessment is a crucial part of learning. It can be difficult to know how to identify learners with special educational needs (SENs) in the classroom and how to include learners with SENs in the...
14 August, 2013
Shelagh RixonThis global survey provides an overview of recent policy decisions and trends in the area of teaching English to primary school children, in a wide variety of countries and regions. It...
16 January, 2013
Date: 27 February 2013 Theme: Story writing gives children the opportunity to be creative and enthusiastic about using English. Sharing the stories with their peers can also bring a strong sense...
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3 April, 2012
Case studies from around the British Council’s global networkThis collection of case studies aims to share some experiences in promoting positive attitudes and thinking around specific needs. 
24 November, 2011
L. Jin, K. Smith, A. Yahya, A. Chan, M. Choong, A. Lee, V.Ng, P. Poh-Wong, D. YoungLearners with dyslexia have difficulties in reading and writing. In Singapore there are about 20,000 primary and...
25 October, 2011
Date: 25 October 2011Theme: This webinar will explore different aspects of learner-centred teaching. What does it mean to be 'learner-centred'? Why is it important? We will examine some of the...
24 September, 2011
Date: 14 February 2012Theme: What is a challenging learner? Why do some learners challenge us more than others? How can we understand challenging behaviour in a different way so that we can teach...
7 June, 2011
Many of us work with groups of students from more than one cultural background while others teach largely mono-cultural groups of students. In both cases, there is opportunity to celebrate diversity...
22 December, 2008
This 96-page handbook has been produced for English teachers, by English teachers. It provides you with good practical advice and ideas on how to become more aware and integrate aspects of equal...
Making culture happen in the English language classroom - culture article - guest writers
8 October, 2008
This is the second in a series of articles by our Guest Contributor Barry Tomalin.
Culture - the fifth language skill - culture article - guest writers
29 September, 2008
This is the first in a series of articles by our third Guest Contributor Barry Tomalin.
Art in the classroom - resources article
11 July, 2007
As the saying goes, ‘Art is all around us’. In its many forms it presents fantastic opportunities for discussion, focused language work and skills-based activities.

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