Independent Research : Teachers ' Perception Of Inclusion

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).

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools.

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools.

Removing Barriers to Achievement: the Governments Strategy for SEN (2004) – This provides framework for schools in order for them to remove barriers and raise achievement of children with SEN. This sets out the government’s vision for

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.

Inclusion is the act of having students with disabilities and abled body students in the same classroom. In concept this has many benefits not only for the students but it also saves time and money for the school, however in practice I do not think inclusion works the way it was hoped to. Inclusion in theory will put light strain on the classroom because of safe guards such as helper teachers are in place to help out. In my experience these teachers are in the way most of the time when students are trying to learn, and students feel cheated when the special needs students are handed a supplemented test making the students feel bad. Lastly that the pros of inclusion in the classroom are set in perfect conditions with good teachers on both sides special education and general education, however most of the time that is not the case.

The 1944 Education Act saw children with SEN categorised and labelled by disabilities and where considered to be uneducable. These children received special educational treatments in special schools (HMSO 2006b; Hodkinson and Vickerman 2009). In 1978 Warnock introduced the idea of SEN, statements of SEN and inclusion. Warnock’s framework was introduced in the 1981 Education Act (Drifte 2012; HMSO 2006b; Hodkinson and Vickerman 2009). However there was no additional funding for training or the statementing processes. Although many special schools in the 1980’s and 1990’s seen the number of children attending reduce greatly. During this time period there was also an increase in the number of children being identified as having SEN and being given a statement of SEN (HMSO 2006b). In the 1993 Education Act the government introduced a code of practice on SEN, which gave guidance on the responsibilities for all children with Sen, for Local Education Authorities (LEA) and the governing bodies of mainstream schools (Department for Education and skills (DFES) 2001; Ofsted 2004). 1994 seen the Code of Practice: Identification and Assessment of Special Educational Needs introduced leading to all LEA, schools, health services and social

1994 was a pivotal year in the development of inclusion; The Salamanca Statement (UNESCO, 1994) was created. It was an agreement on the rights of all children to participate in ‘regular’ schools. Parents were given the choice of sending their child/children with SEN to ‘mainstream’ school. ***This is well demonstrated by the case of Megan who is a child with a sensory impairment and attends ‘mainstream’ school. Megan is considered as disabled under the Equality Act 2010 as she has a physical impairment that has a 'substantial' and 'long-term' negative effect on her ability to do normal daily activities. She wears hearing aids and her parents wanted her to build her social and communication skills. We are

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

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.

In 1994, representatives of 92 governments and 25 international organizations formed the World Conference on Special Needs Education and called on the international community to endorse the concept of change and inclusion through a new statement called ‘The Salamanca Statement’. As this was the first major international statement of what an inclusive approach to education needs to be, they formed practical strategies to ensure this positive inclusion would take place worldwide.

It is important here to clearly distinguish between the terms of integration and inclusion as they are often interchanged (Thompson, 2002). Ainscow (1995) suggests that integration is about making a limited number of additional arrangements for individual pupils with SEN in schools which themselves change little overall, reflecting Warnock’s report. On the other hand, inclusion implies the introduction of a set of changes through which schools restructure themselves so as to be able to embrace all children. Integration involves the school in a process of assimilation where the onus is on the assimilating individual (whether a pupil with SEN or a pupil with a different cultural and linguistic background) to make changes so that they can 'fit in'. By contrast inclusion involves the school in a process of accommodation where the onus is on the school to change, adapting curricula, methods, materials and procedures so that it becomes more responsive. The creation of an inclusive school system certainly appears to harbour numerous challenges including: changing of staff attitudes; restructuring of the physical

Provides guidance on policies and procedures to guide schools and other professionals who have links with the schools and children with SEN. It provides support, advice on, how to meet the needs of SEN children to the age of 25 as well as promoting their welfare. The Act develops a strong relationship between parents, schools, local authority and other organisations that deal with childrenâ€TMs with SEN and to help raise achievement of children without

However, not all of these claims are accurate. In an inclusion program, autistic children are pressured to keep up and they feel as if they don’t belong because they are only with the other children some of the time unknowingly highlighting their differences. Attaining social equality in inclusion is close to impossible and it’s hard not to discriminate when factoring in the individual needs of all children. Whereas in special education all students are the same and are treated the same. The best part is that no one is factored out or left behind.Inclusion versus special education is one of the most controversial topics in the education system, besides the rich school poor school issue. There are many claims that can be made against special education schools. These are mainly pointed towards inclusion and denoting