Teacher Learning Session: Inclusive Practice in Primary Classrooms
- Oct 31, 2025
- 2 min read
Updated: Mar 17
We recently hosted a teacher learning session at Redeemer Girls National School in Dundalk as part of the Preschool Applied Behaviour Analysis (PABA) project. The session focused on supporting autistic children in inclusive primary school environments, with an emphasis on understanding, communication and responsive teaching practices.
Understanding Autism
The session began by exploring autism as a natural part of human diversity. Teachers engaged with the wide range of autistic experiences, including differences in communication, sensory processing and ways of interacting with the world.
The focus was on how school environments and expectations can impact participation, and how small changes can make classrooms more accessible and supportive for all learners.
Understanding Behaviour in Context
Participants explored how behaviour can reflect communication, context and experience.
Using simple reflective tools, teachers considered:
what might be happening before a situation
how a child may be experiencing the environment
what the behaviour might be communicating
The session emphasised observing and describing actions in neutral ways, supporting a more thoughtful and informed response.
Supportive Classroom Approaches
“The session helped me think differently about what children might need and how I can adjust my classroom.”
The training shared practical approaches that support participation and reduce stress:
Proactive Supports
Creating predictable routines, clear communication and flexible approaches to learning. This included the use of visual supports and attention to sensory needs.
Responsive Approaches
Responding in ways that prioritise safety, calm, and positive relationships, particularly during moments of stress or overwhelm.
Supporting Communication
Encouraging and valuing different ways of communicating, and supporting children to express their needs in ways that work for them.
Teacher Wellbeing
The session also recognised the importance of teacher wellbeing. Participants reflected on the realities of classroom demands and explored ways to create more sustainable, supportive environments for both staff and students.
Participant Feedback
The session was positively received, with participants reporting:
increased understanding of autistic experiences
greater confidence in supporting children in inclusive ways
new ideas for adapting classroom environments and communication
a stronger focus on relationships and understanding
