Educational Inclusion Of The National Curriculum Inclusion Statement

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In recent years, schools have been addressing issues surrounding equal opportunities by recognising and providing for the needs of all individuals (Laker, 2002). In order to establish this, concepts such as equality and equity have been used. Although used interchangeably their meanings are contended and vary across different contexts and over time (Penney, 2002). Consequently this essay will start by defining these three concepts.

Firstly Ofsted (2000) state that educational inclusion should pay ‘particular attention to the provision made for and the achievement of different groups of pupils within schools.’ Stidder and Hayes (2012, pg 9-10) more specifically define educational inclusion as the ‘ways in which schools and teachers value
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In terms of inclusivity PE teachers on the whole are a remarkably homogenous group of people – mostly white, young and non-disabled, who also have an excellent sporting history (Stidder & Hayes, 2012; Flintoff, Fitzgerald & Scraton, 2008; Flintoff, 2013). Alongside this, there is the understanding that within PE, there is a lack of sensitivity towards difference and inequalities in communities, and are often resistant to equity issues. Additionally in regards to inclusivity, PE teachers have been found to struggle to deliver sessions that cater for everyone (Dowling, Fitzgerald & Flintoff, 2012).

Secondly equality is defined as the ‘state of being equal in some respect’ (Hayes & Stidder, 2002,pg 5). Recently the Equality Act (2010) was formed in regards to making decisions in relation to reducing socio-economic inequalities. It replaced all existing legislation such as the Race Relations Act and Sex Discrimination act, and thus provides a single consolidated law on equity. The thesis of the act is to provide schools with clear guidance on discrimination, harassment and victimisation and how the school is obliged not to discriminate against people with a protected characteristic (, 2015).

Finally, equity relates ‘to fairness and respect for all pupils where forms of oppression and discrimination are removed from the classroom setting’ (Stidder & Hayes 2012, pg 9). This is in alliance with Kirk et al (2004, pg 126), who
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