Narrowing the gap : using aided language stimulation (ALS) in the inclusive classroom

Abstract

This article presents a description of a training programme designed to increase teachers’ knowledge and skill regarding the use of aided language stimulation (ALS) in the inclusive classroom. The development of the two-phase training programme is discussed in terms of the content and presentation method utilised. Phase 1 focused on increasing knowledge related to inclusive teaching practices and Phase 2 focused on increasing skills in using ALS as an adapted teaching strategy. Phase 2 employed a pre-test – post-test over time design. Three aspects related to teaching practice were investigated during this phase, ie, classroom management strategies, use of ALS, and facilitation of interaction. Teachers’ performances were plotted over six sessions. Results from Phase 2 indicated that ALS was successfully implemented in this context, with significant differences evidenced across each of the three aspects evaluated. The use of adult learning principles incorporated within ALS may have contributed towards the rapid skill acquisition demonstrated by the teachers. Finally, the training programme is evaluated and implications with regard to promoting sustainable outcome are presented.