Educational Inclusion Of The National Curriculum Inclusion Statement

Equity and fair treatments in schools should however not be perceived to be about 'minority rights '. Rather, they should be viewed to cater for every situation in the learning environments and protects every student from discrimination on the basis of their age, disability, pregnancy and maternity, race, religion or belief, gender identity, marriage and civil partnership, sex and sexual orientation. The miss-conception has led to standardization of academic programs and the achievements that the students are expected to achieve, irrespective of their backgrounds and capabilities, which is actually counter-productive. The question is, 'Does equality and equity mean treating everybody the same? ' According to University of Birmingham (2015), everyone

One of the concerns regarding social justice in education is that there are marginalised groups within society do not having equal access to the learning and life opportunities that they deserve. The concept of social justice stresses that every individual within society is entitled to have equal rights and opportunities. This means that an individual from a lower class background deserves the same opportunities as a person from a wealthier background. It is about becoming aware and recognising that there are certain situations where the application of the same rules to unequal groups can sometimes lead to imbalanced results. It is therefore crucial that the government create a curriculum that can empower every student regardless of their

Equality is defined as “any given circumstances, where people who are the same in those respects relevant to how they are treated in those circumstances should receive the same treatment. Equity on the other hand is defined as dealing with “differences and takes into consideration the fact that this society has many groups in it who have not always been given equal treatment and/or have not had a level field on which to play”. A case in 2004 from “Ethical Leadership in Higher Education Admission: Equality vs. Equity” serves to differentiate equality and equity. Juan and Courtney had applied for a merit-based scholarship and had come from a competitive high school, were in the top 10% of their graduating class, initiated organizations and held officer positions in clubs. Academically, there was only one key difference, Juan’s ACT composite score was four points lower than Courtney’s ACT composite score. Just from this information alone, Courtney should narrowly win. However, Juan was Hispanic and was coming from a single-parent home, and Courtney had both parents working. This now became a case of equality versus equity. On the equality side, Juan and Courtney were both individuals who applied to the scholarship in hopes of obtaining it. Because both individuals have are the same relevantly, they should be scored the same and therefore Courtney should win. On the equity side, Juan was born into a more difficulty socioeconomic status and differences should be taken into account and therefore Juan should win. However, from this example before this specific instance, due to increasingly higher ACT scores from incoming freshman, students with color had a greater denied admission. This example provides the difference between equality and equity. Equality essentially means sameness and promotes fairness but is only

One of my greatest concerns in the classroom involves equity—or fairness. Many people confuse equity with equality; however, they are not synonymous. According to the Sewall Foundation, “equality is sameness,” or “giving everyone the same thing”. Equity, contrarily, is fairness, or “giving everyone access to the same opportunities” (“Equality vs. Equity”). Equality can be compared to giving all 2nd graders size 2 shoes, while equity is giving each 2nd grader a pair of shoes that fits his or her feet.

Teachers need to use critical self-reflection if they want express equity within their classrooms. As educators, the beliefs, values, and attitudes we have when teaching students of diverse backgrounds is critical in that students are observing our behaviors. If we are positive in utilizing these traits, we can ensure that all students have an equal opportunity to be successful in their educational, academic achievements. As explained in Chapter 9, we must maintain a continuum of equity consciousness (social justice) for the continued success of all learners.

Inclusion is catering for every child’s needs, spiritually, academically, and individual situations. It is valuing and considering all individuals and giving them equal opportunities. Making every individual feel included within themselves and also groups. All children want to feel like they belong. It is to endorse the impression that everyone should be freely and happily accommodated without limitations or restrictions of any kind. So why is inclusion important in diverse classrooms?

According to Idol (2006) (p.77), “inclusion is when a student with special learning and/or behavioral needs is educated full time in the general education program. The student with special education needs is attending the general school program, enrolled in age-appropriate classes 100% of the school day” (Idol, 1997, p.4). By enforcing inclusion, special education students are brought out of isolation and placed back into the general education classroom among their peers. This prepares the students for the real world by teaching them to coexist with both their classmates and teachers. They are able to develop better social and cognitive skills needed for a productive lifestyle.

The task of effective teaching involves a myriad of ineffable and abstract qualities; pedagogy demands persistence, patience, and problem-solving skills beyond compare, just to name a few. A teacher’s career consists primarily of amassing these talents whenever possible and learning to put them to best use in an educational context. It is merely a matter of opinion to identify some of these skills as more important than others, but in my humble opinion, cultivating and maintaining a commitment to diversity should be a top priority for today’s educators. History runs rampant with examples of the oppressed only becoming more disadvantaged the longer unjust systems are able to remain in power. Unfortunately, certain aspects of public schooling can fit this bill, but it us up to teachers as self-aware members of these institutions to be the architects of novel and radical classroom structures—environments that foster a spirit of achievement relative to both the individual and the group as a whole without ever needing comparison to determine success.

Curriculum needs to be reshaped to address the diversity of students’ backgrounds and cultures. “The curriculum should be integrated, interdisciplinary, meaningful, and student-centered” (Brown University, 2017, para. 2). To implement these key features into the classroom the teacher must create an equitable learning environment. Equality in simplified words means everybody having access to the same classes and same opportunities. However, the equity approach must consider disparities that exist between students. According to Claudia Morrell, “The trouble with equality is that, if people are not starting on a level playing field, giving them the same thing maintains the inequality that already exists”. (n.d., slide 6). Reshaping the curriculum is necessary for students to have access to the inclusive equitable educational opportunity.

As a current educator, we need to be prepared to create plans, which will assist students, as well include our vision of working as an educator. These programs purported to “enhance students’ social competencies and behavior,” strengthen students’ emotional literacy”, “promote conflict resolution nan inter-group understanding,” “reduce anti-social behavior” and “promote [students’] positive relationships with their teachers and peers” (Seider, 2012, p. 219). A person can do many things, but a person needs to choose, are they going to be positive or negative choices. So, when we show children to see the importance of equality, they can have made decisions with diverse thoughts in their visions. After all, children have the rights to a valuable, educational, and most importantly, equality lessons, regardless of the community our students have or are exposed to. If we want to create schools where all students can be challenged and stimulated, and where their talents can be cultivated, we need a different paradigm to guide our schools (Blankstein, Noguera, & Kelly, 2016). Currently I teach students from ages three years old to five years old, in some cases we have students that are kindergarten age, they stay with us during the summer prior to school starting, as we are a year around preschool program. We teach the child's self\-help skills, writing skills, gross and fine motor skills, and language skills. Thought-out the day we have a daily schedule. Equity in the classroom to

The term inclusion is defined as being included within a group or structure. In education, this refers to the inclusion of special needs students with non-disabled students for the entire, or most of, the school day. In most schools today, students with special needs are separated from the other students for the majority of the day. The debate of how special needs students should be incorporated in schools has been going on for years. There is an argument to both sides of this debate, however, both have to consider segregation, inclusion, integration and ultimately respect.

A school with inclusive strategy is the one where the achievements, attitudes, teaching and learning of every learner matter (Ofsted, 2000). This means a highly consideration of pupils’ different needs and life experiences. For inclusion to be effectively implemented, schools need to provide an appropriate and fit learning environment for all students. Stainback and Stainback (1990) asserted that true inclusive schooling means all students should be included in the mainstream with suitable flexible programmes and continuous support to meet their

The difference between equity and equality is something that I always used to struggle with until one of my professors explained the difference: equity is giving individual students different degrees of help until they reach the same standard, and equality is giving all students the same amount of help. Personally, I believe that good teaching utilizes both of these strategies. All of our students need some help in some way, whether it be academically, emotionally, or cognitively. They all need our help to some degree. I don’t believe in giving zero guidance to a student simply because they have already reached the desired standard.

The main research question that Pritchard tried to answer was “What are the key identifiable characteristics that impact teachers perceptions towards inclusion?” Of the participants used, 44% were elementary (K-5) teachers and 56% were secondary teachers (6-12). Seventy-seven percent were female and 23% were male. There were

As educators, it is important to understand issues of diversity and difference to ensure that all students are treated with respect, shown equality and equity. The curriculum should provide all students with an education that acknowledges diversity and differences (SCSA, n.d). Teachers should be able to provide a high quality of teaching which is relevant and enriching to ensure that students can achieve their full potential and can be successful at school. There are children from different socioeconomic backgrounds, gender identities and different cultures which can affect a child’s learning experience.