Inclusive Education – Part 2- Learning Strategies and Self-Regulation

Overview

Inclusive Education – Part 2 builds on the foundations established in Part 1 by moving from identifying barriers and patterns of need toward strengthening teacher decision-making, classroom systems, and collaborative responses to learner variability.

Inclusive Education Part 2: Learning Strategies and Self-Regulation builds on Part 1 by focusing on pedagogical responses once inclusion challenges have been identified. While many students are willing to engage, some struggle to persist, regulate their learning, or participate meaningfully. These challenges are often labelled as behavioral issues, when they more accurately signal unmet learning needs or inaccessible instructional design.

This workshop shifts the focus from managing behavior to designing learning environments that actively support engagement, independence, and belonging. Participants explore learning strategies and classroom structures that enable students to understand expectations, interact productively with tasks, and regulate themselves within the learning community. Following learning strategies and structures for inclusive practices will be explored within the workshop:

●      Strategy 1: Interacting with the task and yourself

●      Strategy 2: Backward planning as a self-regulation scaffold

●      Strategy 3: Instruction jigsaw

●      Strategy 4: Structured entry points

●      Strategy 5: Roles to support engagement and regulation

●      Strategy 6: Evidence and quality indicators

●      Strategy 7: Formative questioning for reflection and regulation

●      Strategy 8: Growth mindset through feedback

●      Strategy 9: Assessment and Inclusion

The workshop emphasizes practical, classroom-ready approaches that support learners at key moments in the learning cycle:

●      Entering learning,

●      Working through tasks, and

●      Reflecting on learning and assessment.

Participants leave with adaptable strategies that can be implemented immediately or modified to suit diverse classroom contexts.

Intended Audience

This workshop is designed primarily for classroom teachers working in early years through high-school contexts. It is particularly relevant for teachers in diverse classrooms who are seeking practical, sustainable ways to support learner variability through everyday instructional design rather than individualized or ad hoc fixes.

The workshop will also be of value to learning support staff, coordinators, and school leaders who work closely with teachers and wish to strengthen their understanding of inclusive classroom practice. However, the focus remains firmly on teacher decision-making, classroom routines, and instructional strategies that support engagement, self-regulation, and belonging for all learners.

What Participants Acquire

By the end of this workshop, participants will acquire:

●      A clear pedagogical understanding of self-regulation as a teachable capacity rather than a learner trait

●      Practical strategies to support student engagement, persistence, and independence during learning

●      Tools to interpret disengagement and behavior as instructional signals rather than deficits

●      Classroom structures that reduce cognitive overload and clarify expectations

●      Approaches for explicitly teaching learning strategies instead of assuming their development

●      Formative questioning techniques that support reflection, emotional awareness, and learner agency

●      Feedback practices aligned with growth-oriented self-regulation and inclusive learning

●      Increased confidence in designing learning environments that support participation, collaboration, and belonging for all learners

Training Structure

Hands-on, practice-oriented learning experience:

●      Short conceptual inputs embedded in real classroom challenges.

●      Modelling of inclusive learning strategies and classroom structures.

●      Guided analysis of engagement and self-regulation challenges.

●      Collaborative discussion and peer learning.

●      Hands-on application of strategies to participants’ own teaching contexts.

●      Rehearsal of teacher language, routines, and feedback practices.

●      Structured reflection to connect pedagogy, practice, and learner experience.