However, please be careful with spellings and grammar. Task 13 Very good explanation of pros and cons and again well referenced work. Inclusive learning is when all learners are catered for as individuals and are given the opportunity to be part of their own learning. Teaching practice at all times should promote equal opportunities, not discriminate and should incorporate supporting individual learning styles and needs. Inclusive learning should promote positive behaviour and conduct.
Children have rights , thoughts and opinions and they are valued. Procedures for schools to follow to ensure inclusion and this links into Special Education Needs and the disability act. Codes of practice gives guidance on how to ensure people of different races and treated equally. Protects children against discrimination focus on inclusion and protects children against discrimination. Gives guidance and support to school staff and ensure high quality service and the best practice possible.
Every student has an equal opportunity to participate in a classroom and is given all resources and access to succeed. Children are taught how to be respectful to others and work together in a multicultural environment. There are four goals that the Anti-Bias Education approach strives for. The first goal is that children will show self-awareness, confidence, and positive social identities. The second goal is that children will express comfort and joy with human diversity.
However, we can aim to offer each unique child equality of opportunity suited to their individual needs and requirements. We as staff need to understand the needs and requirements of each individual child. For each child to have equal opportunities, settings they learn and play in must ensure that they and their families are fully included in the setting, taking into account the diversity of the children and families who come to the setting. Inclusion is the process of making this happens. Working towards inclusion involves striving to remove barriers to children and their families.
They ensure that all the children in the school understand clearly how they are expected to behave in a kind and considerate manner and also encourage them to learn in a positive environment. The policies include guidance in two areas Promoting appropriate behaviour in the children and discouraging
Accepting shared responsibility by knowing what our role is and what’s expected of us is very important, following recognised procedure and understanding shared values all promote good relationships. Educational values such as school Mission Statements and classroom Golden Rules helps all of us to promote a positive learning environment in the school. It is very important to have a good relationship with someone as they could help with disputes or disagreements, when they arise. Treat people how you expect to be treated, treat people as an equal and positively to promote effective communication. 1.2.
The overall aim is to produce learners who are confident and effective users of ICT and to ensure that teachers develop confidence and competence to use ICT to facilitate effective teaching. Pupils should be given opportunities to :- Use ICT with purpose and enjoyment. Develop their ICT capability. Become autonomous users. Evaluate the benefits of ICT and its impact on society.
A combination of the elements mentioned above ensures complementary areas of students learning are addressed. Through the Principles of Learning and Teaching (PoLT), the classroom is described as being a place that is supportive, motivating, engaging, diverse, and challenging. It is also outlined that assessment should be fair, transparent, and productive. The Victorian Essential Learning Standards (VELS) allows for the value of the context to be linked with the content of the classroom. The Reporting and Assessment Advice ensures that outcomes of these environments are communicated regularly to parents providing them with “easily understood information about how their child is progressing and plans for future learning.” Through my teaching practices, I mindful that my teaching strategies and abilities need to combine with those set out in the initiatives and methodologies to provide a safe and engaging learning environment for all students.
The culturally responsive classroom “specifically acknowledges the presence of culturally diverse students and the need for these students to find connections among themselves and with the subject matter and the tasks the teacher asks them to perform” by using instructional strategies which, place students into “cooperative learning groups, [an environment wherein] culturally familiar speech and events [are discussed], [and] wait time for students from CLD backgrounds [is] adjusted to enhance classroom participation and development of critical thinking skills.” (Brown, p.60,
Grading in Special Education by Susan M. Brookhart looks at a different grading strategy. She thinks students in special education need to be graded based upon their goals in their Individual Education Plan's (IEP). Brookhart expresses that grading students in special education at a lower level then everyone else is unfair to both students in special education and to those not in special education. This is an interesting article/book for parents to read because it gives them some ideas of questions to bring up to their child's case mangers on different ways to grade their children in special