Students With An Inclusive Setting

When an Individuals is invested in the well-being and success of a school and the students who are attending the school, they are considered a key stakeholder. Parents and family expect their child to receive a challenging and successful education. They want the education system to benefit their child's academic needs. As a future teacher, It will be my job to create a strong and positive communication with the student's parents and family. Our positive relationship will allow me to encourage them to integrate an at home learning environment. It will encourage them to speak to me about any issues. Allowing me to address them and help provides a fun and engaging learning environment inside and outside of school. Creating this bond will affect

Family involvement plays a major role when helping students prosper in the school setting. In order for children to be successful, as a teacher, we have to provide support to the parent’s to make an effort in wanting to play apart in that success. Communication plays a major part in the effective relationship between families and school. Giving the parents a sense of idea as to how their child is doing in school is built through the student’s academic needs.

The school will thrive with the goodwill of the parents and it is therefore vital that the home-school relationship remains positive at all times.

The ethos, mission, aims and values of a school is normally based on the beliefs and feelings of a school and can be felt in the school’s atmosphere, They should be recognizable when entering the school environment as it should be part of the school’s everyday activities and part of the daily practice of both staff and pupils. School policies are in place to ensure that children are at the centre of everything, reward systems to celebrate achievement in both academic and non-academic areas. There is a school council where pupils’ voices are heard and they can make positive changes to the school, this gives them a sense of pride in the school and enhances the positive atmosphere. Assemblies are led in a way and the school works together .The school has strong links with the local vicar and church family. Through the church, the

The school is “committed to doing all that we can to ensure that the children in our care are healthy, safe and enjoy emotional well-being. We also have a fundamental duty of care to the adults who work in and visit our school”.

Parent and Community involvement does not occur overnight. I feel that schools must make parent and community involvement a priority, valuing and accepting each other’s differences. Schools, families and communities must work together to support all students in a learning environment to ensure every student is a successful learner. Positive family and school involvement fosters a partnership among my school encouraging students to reach their highest potential academically and in life. Parent and community involvement does not mean stay-at-home mothers coming to school to help as needed, or a businessman stopping by to see events occurring on campus. The role of school, family and community involvement is a partnership incorporating goal-oriented activities for all grade levels linked to academic success and student growth.

As a result of the location of the school in a suburban community, the parents are very actively involved in the school. As a result of the active of the supportive parents in the community, the students arrived every day with a smile on their faces and generally prepared for learning. However, as with

Parental involvement is essential for the school’s effectiveness. We see ourselves as partners of the family, reinforcing parents' efforts to guide the intellectual, emotional and spiritual development of their children. We offer seminars and classes for personal enrichment of parents as they strive to become even more the kind of person they want their children to

During the placement I was able to spend time observing interactions between parents, children and staff. I witnessed many positive aspects in the schools approach to engaging parents and was particularly impressed by their open door policy for parents and the support provided to families in times of need by the learning mentors. As part of the admission process to the school, staff visit the parents and child at home and discuss the implementation of the home-school agreement (appendix 1.b). This agreement sets out the expectations of each of the parent, school and child in regard to their actions and attitude towards their time in school. This is often one of the first interactions teacher and parents have and Grayson (2011) suggests most teachers report these home visits to have a lasting positive effect on the child and parent-teacher relationship. During the school’s inspection in 2014 Ofsted identified relationships across the school and with parents as a key strength.

We all learn in diverse ways, inclined by the combination of our past educational experiences, study practices and personal approach to particular tasks. This can be designated as our learning style, defined as ‘particular ways of gathering, processing and storing information and experiences’ (Cuthbert, P.F., 2005).

Communication between teachers and the parents of students is essential for the growth and success of the student both inside and outside of the classroom. This communication is best achieved through parent conference opportunities. One way that this is achieved is through regular open house nights. This is where parents, and other members of the community, are invited to come to the school and talk to the teachers and other faculty at the school. Another conference opportunity presents itself in a scheduled appointment between the teacher and the parent. This will enable the parent to meet face-to-face with their child’s teacher during a time that is more convenient to them, as these appointments can occur before, during, and after school. Additionally, conferences can take place over the phone. This is a convenient way for both parties to communicate effectively in a way that works best for them.

Lower-level questioning involves use of repetition or restatement of information that was previously covered. It is what is used for basic skills instruction in the early stages of learning. An example of a questions asked in this type of questioning are; (what is? and what are?) (Mastropieri and Scruggs 2014).

When asking the question, is the inclusive classroom model working, the answer is yes. Inclusion is the right direction to go; however, the model that is in place is not the most effective for education. The Education Law for All Handicapped Children Act of 1975 mandate that schools provide free public education to all students with disabilities. The Individuals with Disabilities Education Act of 1990 ended the idea that a free public education meant segregating students with special needs in separate classrooms or wings of the school, and thus began the “inclusive classroom” movement. What does the law actually mean in regards to “inclusion”? All learners between the ages of 3 to 21 with handicaps, defined as students with hearing impairment, visual impaired, physically disabled, emotionally disturbed, or having special learning disabilities, will be provided a free public education. Furthermore, each of these students will have in place an Individualized Educational Plan where the educator and parent decide on the least restrictive environment possible (which in most cases is the regular classroom) as well as set educational, behavioral, or social-emotional goals for the student.

Although it is important for families to be involved with their child’s school, school personnel should also strive to create a positive interaction with families of students. Carl Dunst (2002) states that school and parent collaboration is necessary, and if schools take on a more family-centered approach, it will help create a supportive environment and help to strengthen a family’s capacity to enhance and promote a child’s development and learning.

“We are open to all parents coming to the school but due to safety reasons there is a high level of security that can deter parents from being more involved. We view parents as a valuable part of a child’s early learning however in our title environment we often see a lack of involvement that hinders their child’s early learning.”