Inclusive Instructional Practices Essay

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

Gov.uk (2001) states inclusion is about recognising that every child, irrespective of their background or situation are individuals, and they have the right to access a curriculum that is planned to meet their different requirements. It can be their personal, social, emotional and academic development that may be affected if the work they are given is not differentiated for their individual needs. The Equality Act

As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008).

In a contemporary Australian school setting, inclusion is the ongoing collaboration of all members of the school community to effectively meet the diverse needs of all students, including those with additional needs (Blackmore, 2009; Lyons, 2014). All students regardless of their cultural background or ability level should experience an enriching education where they feel included and supported. Creating inclusive cultures, producing inclusive policies and evolving inclusive practices are the best ways to promote learning and participation in schools for all students (Centre for Studies on Inclusive Education, 2012; Dempsey, 2014).

In this assignment I will be critiquing a peer reviewed research article which explores an aspect of interprofessional practice. I will reflect on my practice and identify how the research discussed with in the article impacts and challenges my thinking and approach.

Inclusion is about ensuring that everyone has the equality of learning opportunities for all children and young people, regardless of disabilities or background. Meeting their needs is an important right which needs to be met, and children need to be seen be part of the community. Promoting including is important, valuing diversity is an important way of doing this, and by been open to others we can include everyone in activities in a way which doesn’t exclude anyone. A number of different policies and procedures are in place are in place to make sure that this is done. Legislation’s are legal documents that are put in place for setting to follow and offer guidelines for this.

Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells (2008: p18), ensures that “[…] all learners are entitled to be treated with respect and dignity. Everyone is an individual, with different experiences, abilities and needs.” She also offers a brief explanation of inclusivity (2008: p18), which is “[…] involving all learners in relevant activities rather than excluding them for any reason directly or indirectly.” Inclusion has also been defined by John Tomlinson (1996: p26) as “the greatest degree of match or fit between individual learning requirements and provision”. In the other words, inclusive learning environment nurtures individual potential of all learners,

Inclusion can be defined as the act of being present at regular education classes with the support and services needed to successfully achieve educational goals. Inclusion in the scholastic environment benefits both the disabled student and the non-disabled student in obtaining better life skills. By including all students as much as possible in general or regular education classes all students can learn to work cooperatively, learn to work with different kinds of people, and learn how to help people in tasks. “As Stainback, Stainback, East, and Sapon-Shevin (1994) have noted, ‘...the goal of inclusion in schools is to create a world in which all people are knowledgeable about and supportive of all other

Inclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about realising that every learner will have specific individual needs and it is the job of the teacher to accommodate the needs of all of their learners. Booth et al. (2000) state ‘Inclusion is seen to involve the identification and minimising of barriers to learning and participation’ (Booth et al., 2000: 13).

The purpose behind this report is to analyse inclusive practice within an early years setting of a child with a special educational needs (SEN). This is done through a case study. In order to establish whether inclusion is being taken into consideration and put into place, theoretical views, legislation and appropriate intervention methods will be discussed in this report. There is sufficient evidence being drawn upon as how the setting provides equal access to the curriculum for the child. The report will consider strategies that are in place to promote and factors that hinder inclusive educational practice.

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.

Within truly inclusive classrooms, Florian and Black-Hawkins note two key characteristics: no more characterising children via preconceived “norms” of education and ability; and the teachers’ ability to acknowledge children’s learning differences/additional support needs without highlighting the needs as ‘different’ or something that labels/determines the ability of the child. When comparing Allan’s and Florian and Black-Hawkins’ conceptualization of inclusion, there is a striking difference. Allan’s definition seems to be an extension of integration, in which inclusion is about students’ participating in mainstream school, whilst Florian and Black-Hawkins’ definition is one where inclusion is about the abandonment of ‘differences’ and ‘norms’ in mainstream schools, to allow all children to access mainstream education regardless of ability, and without assumptions being made or expectations being set by the teacher. Therefore, Allan’s idea of inclusion is simply about getting all children involved in mainstream school, whilst Florian and Black-Hawkins’ idea of inclusion is not only

Although no consensus exists about the definition of inclusion, it can usually be agreed upon that inclusion is a movement to merge regular and special education so that all students can be educated together in a general education classroom. Because of the lack of consensus, inclusion is a hotly debated topic in education today. Mainstreaming and Inclusion are used interchangably for many people. This is where the confusion may lie. For the purpose of this paper I will be using the term inclusion.

What do we mean by the word ‘curriculum’? A definition given by John Kerr and quoted by Vic Kelly is 'All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school’. (quoted in Kelly 1983 P10). The idea of curriculum is not exactly a new one; the word itself has its roots in ancient Greek and Latin. But the way it is understood and the way that it has been theorised has altered over the years. There are two key features and four main curriculum models which we will look at now.

“Inclusive education is not a marginal issue, but is central to the achievement of high quality education for all learners and the development of more inclusive societies”. This statement made by UNICEF clearly portrays their view that inclusive education is of upmost importance within our schools. However there is a sense that almost too much weigh has been placed upon this educational approach. “…is central to the achievement of high quality education for all learners…”, at a common sense standpoint this seems unlikely. That inclusion is important is not being argued however the claim that it is central seems like a reach. Another issue is that a central source of ‘high quality education for all learners’ is the inclusion of