Gives guidance and support to school staff and ensure high quality service and the best practice possible. Disability Discrimination Act 1995 and 2005 Special Educational Needs and Disability Act 2001 Race Relations (amendment) Act 2000 Children’s Act 1989 Children’s Act 2004 Government strategy for SEN 2004 Code of practice to promote race equality 2002 Every Child Matters 2005 School Policies, safe guarding G&T, SEN diversity, bullying. 1.2 Describe the importance of supporting the rights of all children and young people to participate and equality access. All children have the right to a varied and balanced education. This also must be supported by a high quality of teaching and learning experiences.
1.2 Explain the importance of promoting the rights of all children and young people to participation and equality of access. All children have the right to a broad and balanced curriculum. This must also be supported by high quality teaching and learning experiences. Schools have a duty to ensure all pupils have equal access to the curriculum irrespective of their background, race, culture, gender, additional needs or disability. Ti understand the importance of
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.
Payne states that impoverished students face inequality at school, insinuating that the school should be responsible for helping to provide for these students so that they can have a better education. Gorski sees that responsibility lies most likely with us, who can aid teachers in offering a hand, as they are underpaid and are not able to do much on their own. The two authors have clashing ideas as to why students are in poverty: Payne believes that the impoverished students are lazy and have their own set of
Inclusive practices within a childcare setting ensures that all children are valued, respected and included. By demonstrating this type of attitude as practitioners, we are sending out a clear message to all the young people in our care that 'Every Child Matters'!! If children learn at a young age to respect each other as individuals and also learn about each other differences, then they can carry that on into adulthood and share the same type of attitude with their peers. Hopefully this will help to reduce discrimination into a thing of the past. Inclusive practices ensures that we are looking at all of the children within our setting and
Summary In the article Profoundly Multicultural Questions by Sonia M. Nieto she addresses the issue of students of multi-cultural backgrounds and the problems which they are facing in the school system. Nieto highlight the difference in the amount of money and technology available for children of different socioeconomic backgrounds, the marginalization of minority students and the struggles they face from educators and the school system. Abstract In his book Youth and Identity Erickson (1968) relates ego identity and self-esteem to racial identity. He further states that ambiguous messages about one’s race may place at person at risk for developing what he referred to as a “negative identity” (oka 199 pg.3) Minority children faces those issues everyday of their lives and then they are placed in class rooms where teachers don’t understand and appreciate their diversity. A teacher’s appreciation and acceptance for diversity will help them enable children to child gain a positive self-concept.
Department of Education’s Assistant Secretary of Education, criticizes the Obama administration’s Race to the Top education policy agenda for following what she calls the “disaster” of Bush’s No Child Left Behind policy. Government control of education, she notes, has only led public schools to rely heavily on standardized test scores. Ravitch warns that, under the Obama administration, teachers are provided incentives and raises based on test performance, which results in class time being spent teaching test-taking skills or teaching to the test rather than on rich curriculum. Additionally, Ravitch criticizes the Obama administration’s reliance on charter schools as a way of reforming underperforming public schools, explaining that charters don’t answer the real challenges that face low-income or non-native speaking student populations. In the end, she warns that the outcome will produce students who are not able to comprehend complex knowledge and schools that limit history, science, the arts, civics, and many other components of the curriculum that provide college preparatory instruction.
The Moser Report challenged further Dearing’s and Kennedy’s report by suggesting that the disaffected youth could be a result of deficiency in the basic skills of individuals such as literacy and numeracy. Moser suggested the need for a national strategy to improve basic skills. “As part of the National Strategy, the Government should commit itself to the virtual elimination of functional illiteracy and innumeracy”. (1998, p4) This was to be a ‘fresh start’ and should become part of the core curriculum of education. Moser further commented that accessibility to improvement of basic skills should be achieved by making the curriculum accessible for all through a pre-entry
Federal Legislation conducts over special education by making sure that parents are knowledgeable of their rights concerning their children’s education and controls “specially designed instruction to meet the unique needs” or the Individual Educational Plan Process. Legislative directives are responsible for the increased importance of family participation, fair recognition of disabilities, disallowing schools to refuse students, proper procedures, the least limiting settings, regulations for punishment, and an elongated school year. Federal legislation provided money for the training of teachers to become experts in special education to improve the quality of the education children with disabilities get. The NCLB legislation stated that all students be evaluated and has caused children with disabilities to come to the forefront now that it is tied to school responsibility and more funding. Legislation has amplified the educational services for children with disabilities to include transportation, tools, and access to previously unattainable facilities and
Critically reflect upon your personal philosophy of inclusion, then within a setting with which you are familiar, conduct an analysis of one aspect of inclusion and suggest possible ways forward. Inclusion is described by the National Association of Schoolmasters Union of Women Teachers (NASUWT) (2008, p 17) as being “a construct open to much interpretation”. It is believed that the drive towards inclusion was founded from the social model of disability, perspectives from this model viewed society and the failure to adapt the environment as being the disabling factor for the individual rather than any disabilities or conditions the person may have (Matheson 2004). This brought about the idea that mainstream settings would need to adapt their