This law proscribes three fundamental objectives. The first objective outlines procedures for the identification and evaluation of handicapped children. When teachers could see that a child was having a hard time learning or doing certain things there were more types of test to identify the problems, and it was no extra cost to the parents. The second objective requires that children with handicaps be educated with their non-handicapped peers to the maximum extent possible in the Least Restrictive Environment, commonly referred to as LRE. They wanted to make sure that all the children still felt the same, and that everyone still looked at them the same.
Disability Discrimination Act 1995 Protects the rights of all those with disabilities. It also places a duty on schools and other organisations to eliminate barriers to ensure that individuals can gain equal access to services. Disability Discrimination Act 2005 Places a duty for schools to produce a Disability Equality Scheme. Schools must encourage participation in all aspects of school, eliminate harassment and unlawful discrimination. Special Educational Needs and Disability Act 2001 Makes it unlawful for education providers to discriminate against special educational need or disability.
It is therefore important that you examine your own attitudes and values to consider how these may impact on the way you work with children and young people. Children listen intently to others around them, both adults and other children and soak up all information given to them. The school must make sure that the children are surrounded with positive messages about their peers and their own importance in society. All children are individuals and have individual rights; however they are not the same. It is the policy, currently, to include all children in mainstream education so long as the curriculum can be adapted to suit an individual pupils needs.
Common school model, theoretically, this will ensure that everyone begins the economical race on equal footing; children from all work of life attend the same kind of school, and thus forgetting that competition for socio economic standing occurs outside the school house. 2. The sorting –machine model, this model upheld the view that equality of opportunity is guaranteed by impartial decision of teachers,councellors and standardized testing methods whereby students from all background enter school where they are classified and placed base on ability of each student for future jobs. 3. The high-stakes testing model, in the high stakes model everyone is given an equal chance to learn and they take the same test to determine what they have learned.
This does not mean that parents have no rights to what happens to their child while they are at school but this allows school to guide student behaviors though discipline. This idea is called in loco parentis (pg. 378). This concept was once more important in schools than it is now but it has brought forth it idea that no matter the student, disabled or not, there needs to be a certain level of responsibility put on all students for their behaviors when they are at school. This would be a great chapter of the book for parents to read because it would help them to understand why the school is doing what it is doing.
Students believe that in order to be well liked they need to dress in a certain manner, which seems to cause issues among peers. One way to help eliminate competitiveness, endless worrying about appearance and what peers are wearing to school is to incorporate uniforms into the school systems. Uniforms can act as a social leveler in an academic environment. They can help create equality in the eyes of the school and to peers according to International Debate Education Association ("School Uniforms"). By incorporating uniforms into schools administrators can create an environment where education can prepare children for the future, eliminate the vast differences in social classes and teach the children of tomorrow how to respect their surroundings.
Role of education Darcy Fletcher Functionalists believe education performs two contradictory functions , on one hand they believe that educations prepares children for their specialised role acquired to their skills and potential. So they can perform at the best they can at their role after education. On the contrary they believe society needs to share the same goals and outlook in order to co-operate. Functionalism is based on the view that society is a system of interdependant parts which is held together by value consensus. Durkheim argued that society has to feel a sense of social solidarity , he believes that without this form of social cohesion , society would be impossible because each person would pursue their own ‘ selfish’ desires.
A critical evaluation of an aspect of the inclusive practices, evidenced in the case study (which will be provided), with specific reference to your own practice during school placement and your wider reading? Our understanding of diversity is broad – it encompasses gender, race, age, disability, cultural background and so much more. Inclusive practice is understood to be attitudes, approaches and strategies taken to ensure that students are not excluded or isolated from the learning environment because of any of these characteristics. As a teacher, my role is to ensure that all students feel welcome, accepted, safe, listened to, valued and feel confident that they can participate in all activities. Every child should be given every opportunity
In other words, it is open to all students, and ensures that all students learn and participate. However, the concept of an inclusive education is not universally accepted. For this to happen, teachers, schools and systems may need to change so that they can better accommodate the diversity of needs that pupils have and that they are included in all aspects of school-life. It also means identifying any barriers within and around the school that hinder learning and participation, and reducing or removing these barriers. Inclusive education is a process of enabling all students, including previously excluded groups, to learn and participate effectively within mainstream school systems.
There are numerous facts and findings on how school uniforms positively and completely enrich students’ school experience. School uniforms should be mandated in the United States from kindergarten to twelfth grade allowing our children to focus on their education and not their social environment. Uniforms are just one avenue we can take to attempt to improve our schools and raise student achievement. “According to the School Administrator publication, along with school reported statistics, the mandate of uniforms on campuses has reduced tardiness, skipped classes, suspensions, and discipline referrals” (Chen 1). All of these findings are extremely conductive of how mandating school uniforms would greatly improve our student’s ability to improve their school experience.