Inclusion and Consultation Theory

Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the life of the school. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a

Be able to support inclusion and inclusive practices in work with children and young people.

The UN Convention on the rights of the child article 28 says that ''Every child has the right to an education'' article 2 says'' The convention applies to every child whatever their ethnicity, gender, religion, abilities, whatever they think or say, no matter what type of family they come from''. Schools have a duty to adhere to this legislation, they way that they do this is by adopting anti-discriminatory and inclusive practices. In order for us to promote these practices we must firstly understand how they impact on children and young people and what would happen if we did not promote them.

Inclusion is making sure that no matter are differences a person can or should be included

Inclusion, in the world of education, is an approach or teaching strategy that focuses on including students with disabilities in the general education setting. The goal of inclusion is to educate students who may struggle with a variety of disabilities. The views on inclusion differ. Some educators are very receptive to the ideals of inclusion and all that it in tells. “The teachers (a) had favorable views of the concept of inclusion; (b) differed in their efficacy in achieving successful inclusion, and (c) faced challenges in their inclusive practices” (Hodge, Ammah, Casebolt, LaMaster, Hersman, Samalot-Rivera, & Sato 2009, 402). Some educators believe that it takes away from student learning for the non-disabled student. Jana Kratochvílová states: teacher have to address the fundamental question: how to most effectively organize the learning process for a diverse community of pupils within the class and therefore he needs to think through the possibilities of internal differentiation in the organizational aspect” (Kratochvílová 2015, 640). It is true, not all students with disabilities can be included in a general education classroom successfully. The student’s placement may require reevaluation in order to help provide the student with the best opportunity to succeed. Reevaluating the staff and their level of understanding and education concerning inclusion may increase the changes for a student to be successful. The staff should not

When considering what an American is, one must first question what makes America the unique nation it is. Is it the feeling of home? Maybe it is the idea of inclusion? Is it the nationwide determination? Could it possibly be the fact that anything is possible in America? Stay tuned to find out the answers to all those questions and more. I believe that it is worth analysis to find out.

There are many debates that go on in the field of special education today. One of the major debates is whether students with disabilities should be fully included in “regular” classrooms with students without disabilities, or if they should be provided with a continuum of services, where they are provided with a variety of services that may fit their individual needs. While there is many arguments for both sides, I believe that the continuum of services model is the most effective for students with disabilities. I believe this is more effective because no student with disabilities is exactly the same. Each student can vary in disability and have a different variation of skills.

Inclusion in practice: an evaluation of a strategy or resource used to promote the inclusion of learners with special educational needs. Recent government policies (The SEND code of practice 2014 and the Equality Act 2010) have shown that there is a greater focus on supporting children with special educational needs (SEN) to access a mainstream education and to enable them to have the best provision to enhance their learning and development “The rise of inclusion has been boosted by its documented benefits whereby students with special needs in inclusive classrooms are better able to learn, make more progress in academic skills, and develop adaptive behaviour when compared with students educated in special schools” (Dessemontet et al, 2012,

Inclusive education is a move towards a learning environment where ‘special school’ learners are integrated into ‘mainstream’ education. According to Nind et al. (2005) ‘Education and educational provision is shared by both ‘normal’ pupils and those with a disability, at the expense of differences in the specific nature of each child or young person and her/his particular strengths and areas of weakness, and consequences that these differences have in terms of educational needs’. This means that the aim of inclusive practice is to create a neutral learning environment.

Complete a written assignment that will demonstrate your knowledge and understanding of the legal requirements and policy relating to inclusion. Critically analyse the issues surrounding Special Educational provision and disability in school.

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

Promoting inclusion in GBV programming has been made more effective following the change in attitudes and perceptions toward persons with disabilities. Both the practitioners and the communities are more well aware of the risks of gender-based violence faced by persons with disabilities, especially women and girls. Toolkits and guidance used by practitioners also make consultations with caregivers and persons with disabilities more efficient. The WRC and the IRC created the GBV and Disability Toolkits with the inputs from the practitioners and GBV survivors (Women’s Refugee Commission-Toolkit, 2015). Participatory approach helps GBV survivors identifying problems, finding solutions to those problems, and discovering the value of their knowledge,

The article discusses the important role of staff development in full inclusion settings. The study was conducted in three kindergarten classrooms during the 1991-1992 school year (Pankake & Palmer, 1996). Each kindergarten class fully included a student with severe multiple disabilities. Pankake and Palmer (1996) aimed to discover the concerns of the kindergarten teachers and if these concerns could be met with the help of a special education specialist. The method used for this study were informal interviews, notes on each case, staff reports and observations (Pankake & Palmer, 1996). The findings showed that professional development should meet the teachers’ immediate needs because it is a reassurance that their concerns are being met with

This controversy may stem from the fact that inclusion is expensive and experts disagree about how much time disabled students should spend in regular classrooms (Cambanis, 2001). Although this topic is controversial, it cannot be ignored. Inclusion will, at some point, affect 1% of all children born each year, who will have disabilities and the families and educators they will come in contact with (Stainback, 1985).

One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.