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.
Culturally Competent Consultation in Schools focuses on consultation between school personnel and parents. It explains how imperative it is for school psychologists and other personnel to become actively engaged in in culturally competent practices. It continues to explain that all school personnel should continue to examine and increase their cultural competence so that their efforts meet the needs of every student. The article also has links to personal assessments so educators can heighten their awareness and sensitivity to the importance of cultural
1.2. Explain the principles of relationship building with children, young people and adults. Children and young people need to feel safe and valued in an educational environment. The government document Every Child Matters: Change for children 2004 is an important document to read which would benefit anyone working with children. To work and build on positive relationships with children there has to be a good understanding of putting the pupils needs first.
Inclusion and inclusive education are quite broad in definition, however with the support of this unit my professional understanding of inclusion has been formed by research and practices such as all student engagement, asking the question how? we can provide for diverse needs (Spandagou, Lecture 2), also Standard 1 of the Disability Education Standards (2005) identifies the need to know our students and how they learn, thus the need for personalised learning plans. The IPAA is an incredible framework, a reflective tool to assist teachers in achieving an inclusive approach to education, teaching and learning which helps to achieve standards 5 & 6 in the Disability Standards for Education (Florian, 2014, p.293). I agree with Foreman (2008) in his argument for inclusion as a concept which extends beyond the immediate environment and education to society itself. It is not ignorable the fact of discrimination and unsettlement of people around others with disability and lack of education about various disabilities and additional needs is concerning.
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
Issues in Multicultural Education Dionne Golden EDU 230 5/11/2014 Jamie Morris Issues in Multicultural Education Student population in the United States has become culturally diverse, so it is imperative that educators provide an equitable education for all students. Cultural pluralism must be the goal in education in all educational experiences provided to students. This paper will explore concerns and challenges in multicultural education in the United States. Some of the things that pose a problem in multicultural education are; intuitional and programmatic reform, in particular the politics, teacher recruitment and how to address the increase of a culturally diverse student population, and what an effective teacher education program would do for multicultural education. The Federal Interagency Forum on Child and Family Statistics data revealed, one of every three students enrolled in elementary and secondary schools today is of racial/ethnic minority background.
Teachers need to help students understand the implicit cultural assumptions and perspectives of the discipline they’re teaching. Multicultural education also involves changing the methods of teaching and using a wide range of strategies and teaching techniques such as cooperative groups, simulations, role-playing, and discovery. Doing so, the learning process will be more effective and address the needs of students
Cultural Influences on Context: The Educational Setting Language, Culture, and Communication In this chapter the author Amber Laurin focuses on the importance and the influence that the educational setting has on intercultural interaction. The view of and approaches to education are valuable sources when it comes to culture. Different cultures have different approaches to formal learning and knowledge in general, and by studying them one can gain information about the background of people from those cultures. It is important to know, that however different cultures may seem, in their core they are very similar because they all share elements such as social structure, needs, and desires, thus their educational systems teach the same thing – culture and how it passes on from one generation to the other. Our culture shapes our education, and that is why instructors need to be aware of it and to try to be effective communicators, especially in multicultural environments such as ours.
The authors discussed many strategies that leadership could use to turn a school around, mostly about changing the culture in the school such as using school’s symbols, history, vision and values, stories, rituals and traditions. Used successfully, a leader can “create a cohesive, meaningful, nurturing social milieu for teachers to teach and students to learn” (Deal and Peterson, page 15). Additionally, Deal and Peterson describe how school leaders can transform negative and toxic cultures into positive and nurturing cultures which benefits both staff and students.
TDA 2.4: Equality, diversity and inclusion in work with children and young people. 1.1. Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. Legislation and codes of practice helps us to understand and put into practice: equality, diversity and inclusion in work with children. Knowledge of legislation and codes of practice helps us to a better understanding of the school policy in which we work.