Inclusive Practice in the Primary School.

Developing an inclusive school ethos is crucial if inclusion is to be understood (Booth & Ainscow, 2002). Within my own setting, we have worked hard to challenge prejudice and discrimination against children with disabilities and special educational needs. Again, like other schools, we still have more to do as we are far from perfect. In all that we say and do, we make a strong case for inclusion, and we try to go ‘the extra mile’ to provide education that is inclusive to all.

Consistently throughout the PGDE course we are studying how to become a more inclusive practitioner whether it is through campus based learning, additional readings or teaching experience in local schools. We continuously strive towards learning how to make school a more inclusive environment. This assignment exemplified with references to reading such as Government policies, legislation and research articles as well as reflecting on my own teaching experience I hope to highlight the teachers’ role in creating an inclusive environment within an individual classroom. Having studied selective literature with theories and research, which could have influenced Scottish Education Policies, I draw attention to discrepancies on matters of inclusion and social justice that exist between them and the implications they have for learning.

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.

Existing school systems - in terms of physical factors, curriculum aspects, teaching expectations and styles, leadership roles - will have to change.” (Barton, 1998, pg 85). This highlights that inclusion in education is the way in which mainstream schools should provide a service for all children catering for all of the varying different needs. Barton (1998) and Involve research (2012) shows that within a mainstream school

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.

Both articles note that two major barriers to inclusive practises in school are policies set at school, council and national levels, as well as how teachers interpret inclusion. Many view policy changes as the first major step to inclusive practises in school (see Carrington and Elkins, 2002; Pivik et. al., 2002). School, council and national policy on education and inclusion often clash with theory’s interpretations of what inclusion is. For example, policy in schools are often based on determinist beliefs, in which bell-curve thinking about ability are still enforced via agents such as school inspectors (Florian and Black-Hawkins, 2011, 820) or through policy that enforces attainment as a priority (Allan, 2009, 3).

This area of research is of particular interest to the researcher, firstly because inclusion is widely recognised by the National Curriculum. It highlights ‘A wide range of pupils have special educational needs’ and consequently, ‘Lessons should be

The inclusion of special educational needs (SEN) students into mainstream schools is a key issue across England. The Education for All Handicapped Children Act (Public Law 94-142) states that ‘all handicapped children [have] the right to a free appropriate public education.’ However, there has been much debate concerning which approaches have a more active influence on the efficacy of inclusion. This essay will aim to investigate how practical and successful inclusion techniques are within a community whilst underlying both the advantages and disadvantages that inclusion may generate.

In Australia, educators and schools must accept all children as they have the right to learn alongside same age peers within a mainstream education, no matter their diversity. Inclusive schooling supports all children with disabilities and learning disorders and allows children to learn. Inclusive education recognises and complies with a range of different government acts. These include Equal Opportunity Act (1984) and Disability Discrimination Act (1992), which protect the rights of all children. In 1970 students with disabilities began to attend mainstream education as researched proved that having children with special needs segregated was not how they deserve to be educated as they have the same rights as every other student (Konza, 2008, p.39). A series of documents and policies were put in place, offering students with disabilities the education they were entitled to and making inclusive education a part of Australian education. These documents include the National Disability Strategy, the National Quality Framework, the Early Years Learning Framework of Australia, the Australian Curriculum, and the Australian Professional Standards for Educators. This report looks at these policies and different services, which have been implemented in Western Australia. This report builds an awareness of the views the community, parents and educators of children with special needs have on inclusive education and what recommendations educators can implement in

Social justice and inclusion have become important parts of the modern world, especially within the Scottish education system. They allow pupils to reach their full potential and to become fully integrated whilst at school, regardless of background or disability. However these terms are ever changing and require a lot of thought and determination to be fully fulfilled within schools. This paper will look at the importance of social justice and inclusion as well as considering different views on the topics. It will also focus on the teacher’s role in achieving an inclusive environment within school and the implications for learning.

I have practiced positive experiences of inclusive practices through my previous work with children and adults with intellectual disability and my opportunity to explore inclusion as an early childhood educator. I have recognised how much of a value my previous knowledge and experiences has influenced my confidence, attitude and preparation in working in an inclusive primary school classroom. I believe that as more and more

Brisbane Catholic Education defines inclusive practice as the “provision of educational opportunities that may require reasonable adjustments but does not impose on unjustifiable hardships on the school, for students with a wide range of abilities, backgrounds and aspirations in the school setting” (Van Kraayenoord, Elkins, Palmer & Richards, 2000, p.9).

Both were used as a reference in order to gain staff feedback regarding the effectiveness (or ineffectiveness) of inclusive practices within the school. Questions were develop using the notion that schools must not classify students with learning difficulties into a specific group, but rather ensure all students are part of an inclusive education with equal access to the curriculum (Melbourne Declaration, 2008). These questions were aimed to discover any improvement areas where the perception is that learners with special needs must be segregated from mainstream classes (please refer to Appendix B for results from

The main argument towards this debate is whether inclusive education segregates certain people from being able to participate in the society such as those with special

This report will aim to discuss the inclusion for special educational needs (SEN) students as well as those students with autistic spectrum condition (ASC). This report will discuss inclusive education and its history, as well as the social, political and philosophical arguments that impact upon it. The report will look at how educational practice is shaped by legislative and regulatory frameworks; it will also show how our own practice provides support for all children to achieve within mainstream education.