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’.
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
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.
TDA 2.9 1. Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. In the school when managing behaviour, all members of staff need to be aware of school polices and procedures. School have to make sure that all children in the school understand how they expected to behave to kind and considerate manner and also encourage them to learn in a positive environment. The policies include guidance: Behaviour policy :( Promoting appropriate behaviour in the children and discouraging inappropriate behaviour) The school’s behaviour policy is very important because this policy gives guidelines to all members of staff how they can manage children behaviour.
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.
Explain Ways to Promote Equality and Value Diversity Explain ways to promote equality and value diversity Equality and diversity can be endorsed by identifying the boundaries students may have. By identifying these potential barriers it will benefit the learning experience of an individual and as a group, and help overcome those boundaries a student may have. Teaching has to be structured to meet individual learner’s needs, using different strategies to promote comprehensive learning. In terms of Diversity, all the factors like gender, race, age, religion and other social needs have to be taken into account. All learners should be given equal rights to participate in all activities of learning regardless of age, sex, religion and race.
Stakeholders in Education Introduction There are many stakeholders in education each of whom needs to play his role effectively in order to help all our children learn better and reach their fullest potential. This document spells out the roles of the respective stakeholders in education. The statements which are student-centered, outline the roles and qualities we expect of each stakeholder—the child himself, hisparents and family, his teachers, his Principal, MOE HQ, the Community, Business and Industry, the Alumni Association as well as the School Advisory/Management Committee—in helping the child learn and grow. With these statements there will be a common understanding of the the type of partnerships that can be undertaken and how the respective roles can be fulfilled. At the heart of these statements is the ultimate aim of helping all our children achieve the Desired Outcomes of Education.
Successful collaboration is essential if all students whatever the severity of the disability should be educated at regular school site in a general education classroom among their non-disabled peers or are to be fully included in schools and community settings. Because the students' needs could be extensive, families, educators, physical and occupational therapists, speech and language pathologists and medical personnel need to work closely with each other to ensure that students receive an appropriate and inclusive education. In addition, students without disabilities and community members need to understand their roles in the collaborative planning process. Many children with disabilities, however, need accommodations to participate successfully in the general classroom. Teachers and other staff often require current information, skills training, and even additional staff to meet the needs of these children.
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.
Inclusive Classroom Dear Desperate Mom, Inclusive classrooms are becoming more popular now than ever before. In fact most public schools are adopting this classroom environment practice. Inclusive classrooms are developed and designed for schools, classrooms, different programs and many activities so that all students can learn and participate together. I find it wonderful that you are considering adding your child to such a diverse environment as this. Although it will be a big change for your child and yourself, it will give your child many benefits as well as your child adding a beneficial role in the class for other children and teachers.