The main purpose is to ensure that every child receives the best and most efficient education by placing them in the best learning environment that can be available for these students. Inclusive schooling is both a belief and a practice where all children learn in their local schools in classes with students their own age. This includes students that are disabled, gifted and children from a wide range of racial and cultural backgrounds, and more. A fully inclusive school enrols and effectively supports all learners, regardless of ability and aims to create targets for students and for every student to reach those targets. The DfES (Department of Education and Skill) states that inclusion ‘emphasises schools responsibilities in including children with a diversity of additional needs’ and aim to ‘reduce educational failure and maximise potential for all children’.
What is meant by inclusion? Inclusion is an active not a passive process (Corbett Cited in Soan 2004:8) and no matter what background, religion, special need, race or disability the child should be include in the whole aspect of the curriculum. Having the environment and resources adapted to meet each individuals specific needs removing any barriers to learning and enabling every child to reach their potential. Inclusion is a big issue within mainstream education today and is very closely connected to the Special Educational Needs (SEN) practice already in place within schools. Many people believe that if a child has Special Educational Needs he/she should be educated in a special school.
The individuals protected under IDEIA are for any student receiving special education services under an Individualized Education Program. The individuals protected under ADA are extended to both private and public sectors. The individuals protected under the Section 504 are all people with disabilities. The individuals protected under the No Child Left Behind law are the children on the premise that setting high standards and establishing measurable goals can improve individual outcomes in his or her education. 4.
(DES, 1978) For inclusion to be in action needs inclusive lesson planning that focuses on diversity and flexibility, two characteristics that can easily overwhelm a teacher. However, with active and strategic planning processes inclusive lesson planning can be both effective and manageable. A teacher, by using inclusive lesson plan, supports inclusion, an approach to educating students with special educational needs. As a result of inclusion, students with special needs spend most or all of their time with non-disabled students. Inclusion involves knowing and responding to each student as an individual.
Inclusive education means that all students in a school, regardless of their strengths or weaknesses in any area, become part of the school community. They are included in the feeling of belonging among other students, teachers, and support staff. The federal Individuals with Disabilities Education Act (IDEA) and its 1997 amendments make it clear that schools have a duty to educate children with disabilities in general education classrooms. IDEA, as amended in 2004, does not require inclusion. Instead, the law requires that children with disabilities be educated in the "least restrictive environment appropriate” to meet their “unique needs.” IDEA contemplates that the "least restrictive environment" analysis will begin with
These national priorities to ensure each and every pupil achieved their full potential. One of the five National Priorities specifically considers Inclusion and Equality and seeks to ensure every pupil benefits from education with particular attention being paid to those with disabilities, special educational needs and to Gaelic and other lesser-used languages. (CPD Scotland website) The Standards in Scotland’s Schools etc Act (2000) is also profound to the idea of an inclusive school as it introduced the presumption of mainstream education for all children and young people in Scotland unless exceptional circumstances applied. Where an education authority, in carrying out their duty to provide school education to a child of school age, provide that education in school, they shall unless one of the circumstances mentioned in subsection (3) below arises provide it in a school other than a special school. Quoted in East Ayrshire Council, Reducing Barriers, Raising Attainment This essay argues that one of the most important facets to the concept of an inclusive school involves the scope of the ideal.
The Individuals with Disabilities Education Act (IDEA), America's special education law, says that "In determining the educational placement of a child with a disability, including a preschool child with a disability, each public agency shall ensure that the placement decision is made by a group of persons, including the parents, and other persons knowledgeable about the child, the meaning of the evaluation data, and the placement options." Sec. 300.552(a)(1). (Clerc) Inclusion is based on IDEA’s principle of the least restrictive environment and it plays a huge role in this process. Inclusion refers to the participation of students with disabilities alongside their nondisabled peers in academic, extracurricular, and other school activities.
It provides the EYFS learning framework which all settings must use, it also tells the practitioner what the child to adult ratio and tells us what level a qualification the practitioners must have. At my placement they teach the children according to the EYFS and do lots of observations The equality act 2010 brings together lots of different legislations such as the sex discrimination act, protection of children act and disability discrimination act. The equality act has a huge influence on child care settings. Practitioners must allow every child equal opportunities regardless of their age, gender, race, ability, colour Etc. At my
Unit 3: Equality, Diversity and Inclusion in work with children and young people. LO 1. Understanding the importance of promoting equality and diversity in work with children and young people. All pupils have the right to a broad and balanced curriculum and we attempt to ensure that all of our children enjoy their rights equally through two channels; legislative and community. A summary of the relevant Acts of Parliament and statutory frameworks, codes of practice and guidelines, and an example of a local school's inclusion policy is at Annex A.
It emphasizes upon enjoying the benefits of education and training in a supportive environment which values and encourages participation by all students, irrespective of disabilities. Eddie Bragget(1997) defines curriculum differentiation as “a set of planned learning experiences that are designed to meet the specific needs of learners.” ( Bragget, EJ, A & Minchin, M 1997) The purpose of differentiating the curriculum is to provide appropriate learning opportunities for the students with disabilities. It includes recognizing through a strategic planning, the responsibility to value the diversity and enable all to perform at their best. So, the curriculum and teaching methods should be able to adjust and accommodate students with all abilities. “ By keying teaching and assessment techniques to the diverse ways people think and learn, teachers will be surprised