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 National Association for the Education of Young Children (NAEYC) recommends that programs construct comprehensive system of curriculum, assessment, and program evaluation that fit together in to a coherent educational system linked to child outcomes and/or standards. Observation based authentic assessments are of child in real life time, doing everyday activities or activities that are developmentally appropriate for the child based on their own individual needs and ability while remaining completely objective. These assessments are generally tied into a child's daily activities and are directly linked to curriculum and learning standards. Authentic observation is collaborative with a child's family and includes them during the assessment process and outcomes. Authentic observations and assessments are a valuable and irreplaceable tool in many areas of child development.
Formative assessment or AFL is an inclusive practice that must involve all pupils, to provide them with information about how well they are doing and guide their efforts that follow after for future progression. Black and William’s (1998) review proved that formative assessment raises standards of achievement and equips children for life-long learning. Formative assessment has a multitude of ways that, as teachers, use to assess pupils and provide improvement explicitly where they can in the day to day teaching practise. A positive classroom environment should not be simply thought of by the externals physical factors of wall displays, layout, accessibility, ventilation, temperature or lighting. Yes, these are contributing factors, and a child must be able to feel safe and calm in the class or school environment.
Targets can be set to meet more holistic objectives, such as the development of independence skills. o Targets for children and young people/young people who have statements should relate to the objectives on the statement. o List individual targets in this section o Remember that targets should be SMART; Specific Measurable Achievable Relevant Time Bound o Parents should always be involved in the targets that have been set and be informed of the action school is going to take and any help they can give them at home. o Children and young people and young people should contribute to the targets that are set. • Teaching assistants (TA’s) and learning support assistant (LSA’s) can
Successful Transitions to Inclusive Settings Successful Transitions to Inclusive Settings Students almost always have to deal with transitions to different types of settings. Students usually experience moving from elementary school to middle school and from middle school to high school. Students with disabilities can also face transitioning from a lower grade school to a higher grade school. However, students with disabilities can also experience transitions from self-contained settings to inclusive settings. Inclusive settings are settings that don’t separate people with disabilities and include people with disabilities in them.
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’. (p.2). the main purpose of this study is to examine the main disadvantages and advantages of moving students with disabilities into a regular classroom. I will critically discuss the difficulties and benefits for pupils in need of special education, regular students in education and regular education teachers when moving a student with SEN into a regular classroom. Inclusion for pupils with SEN (special educational needs) doesn’t necessarily mean that the teacher has to teach everyone the same way.
Explain the principles and values that underpins work to support children and young people to achieve their educational potential The values and principles adopted in the child care sector were designed to provide a basis for work with children in a range of settings and services. They meet the needs and rights of the child and reflect a rapidly developing sector that places the child at the centre. The principles and values for underpinning work with children and the protection and promotion of children’s rights are as follows. Principles 1. The welfare of the child is paramount.
support each child in their learning and work with parents and carers as partners in children’s learning and development. understand your responsibilities in meeting the learning and development and safeguarding and welfare requirements of the EYFS. oversee the educational programmes to ensure that all areas of learning are includedand that assessment is consistent and used well to inform planning. promote equality and diversity and have a clear overview of the progress of all the children who attend. evaluate your provision, use this information to identify priorities for development and set challenging targets for improvement, with a focus on children’s achievements.
A separate statement of the NAEYC divides the concept of appropriateness into two aspects--age appropriateness and individual appropriateness. This statement coincides with my belief that children are unique individuals who may or may not reflect the usual characteristics of other children of their same age. I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment, (1) the teacher acting as a guide, (2) allowing the child's natural curiosity to direct his/her learning, and (3) promoting respect for all things and all people.
The thought process behind developing all of this was to provide schools with a design for learning that was productive and positive for children and teachers alike. These principles are not meant to stand alone, but be used together as an organized set of principles. (APA 1997) According to Lambert and McCombs, who research is recognized by the APA, the Learner-Centered principles assume that students: 1. Possess distinct perspectives or frames of reference, contributed by their cultural history, the home environment, interests, goals, beliefs, and ways of thinking. 2.