Inclusive Practice (Dtlls)

Disability Equality in Education (DEE) carried out research for the Department for Education and Skills in England to find out how schools are meeting the duty to make reasonable adjustments for disabled pupils. It found that successfully inclusive schools

Legislation that applies to my work role is outline in the company Equality policy and

The Equality Act (2010) is thought to be one of the most significant acts in promoting anti discriminatory behaviours by both employers and companies along with the rest of society. The Equality Act (2010) covers the Sex discrimination act, race relations act and also the disability discrimination and 6 other acts and regulation all in one and so this make it easier for everyone to understand their responsibilities and shows them how everyone is entitled to dignity and respect and gives individuals, greater protection from discrimination and to protect and also promote a fair and equal society (please see reference below).

The way we interact with our colleagues and others in society is regulated by law. The Equality Act 2010 brings together all previous acts relating to equality and discrimination. The Act applies to all services provided to the public. The Act protects all individuals and groups from discrimination. Early years settings must be aware of these laws and have a policy in place regarding equality of opportunities and for supporting

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 Equality act 2010 provides a further effective legal framework that as an employer we must adhere to this is to prevent discrimination according to ACAS. The act has brought together consistency in making the work place a fair environment. There are a lot of crucial changes and new principles that it introduces, firstly it introduces protected “characteristics” ;

Before coming into this class, I didn’t have a clear understanding of what inclusion was, what inclusive practices were, and I didn’t quite understand the point of inclusion. “IDEA (Individuals with Disabilities Education Act) ensures students with disabilities have access to a free and appropriate public education (FAPE), just like all other children. Schools are required to provide special education in the least restrictive environment. That means schools must teach students with disabilities in general education classroom whenever possible.” According to the Overview of Inclusive Practices webinar power point, “inclusive practices are academic and behavioral supports and strategies provided to students with disabilities in general education settings.” Also according to the power point, the goal of inclusive practices is to,

In their article exploring inclusive education pedagogy, Florian and Black- Hawkins they argue that it is important to differentiate between inclusive pedagogy, inclusive education, and inclusive practice, although problematic because the term ‘inclusive’ is broad, this procedure can take numerous forms and little is identified about the details of practice at the classroom level (Black-Hawkins & Florian, 2011). Florian explains inclusive practice to be the “things people do to give meaning to the concept of inclusion (2009), inclusive education also differs extensively: from the particular, for instance incorporating children with disabilities in full service schools by relocating specialists provision from inclusive to full service schools;

All children and young people have an equal right to education and learning. Inclusion means that all children and young people, regardless of their background or situation, should be included in all aspects of education and they have the right to participate fully in the curriculum. All schools should be inclusive, they need to recognise that every individual is different and this needs to be accepted. Schools should celebrate all the differences and similarities within their pupils. This can refer to differences and similarities in religion, culture, beliefs and disability. Every child needs to have a sense of belonging, they need to feel valued and accepted. If a child feels valued and accepted their confidence and self-esteem will increase.

Inclusion as a word does not just mean to include but also demands certain rights and responsibilities. Inclusion is not just limited to disability but extends beyond it. For example, in a classroom of twenty kids, 3 kids may have some sort of disability which requires special attention, however the same class may also have another four students that come from immigrant or refugee families. These students may experience challenges in learning because of their past experiences and the new environment. Although they are included in the same class, if they are not supported to responsibility by the school professionals they may lack behind and the whole model of inclusion may get defeated. On the other note, these kids should have all the rights as any other student in the class. The biggest challenge that I feel in the public school system is the misconception of the philosophy of inclusion and the model build around it. It is affected by many factors that include people, resources and funding. Inclusion is also perceived differently by people and the understanding is affected by their own experiences whether heard or lived. It becomes a big challenge to view inclusion in the same

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

Inclusion has been a term stated several times in the past few years in the school system. However, do you really know what this word means and what inclusion looks like in a classroom? According to the book, The Inclusive Classroom, “The term inclusion has been used to describe the education of students with disabilities in general education settings” (Mastropieri, pg. 6). This term simply means it is the child ’s right to participate and the school’s responsibility to accept the child in the general education classroom.

Inclusion, the educational practice of instructing children with disabilities as well as children without disabilities in one classroom, is a very controversial topic regarding the education of students in today’s society. “Inclusion seeks to establish collaborative, supportive, and nurturing communities of learners that are based on giving all students the services and accommodations they need to learn, as well as respecting and learning from each other’s individual differences” (Salend 5). The purpose of this arrangement is to ensure that every child obtains the best education possible by placing them in the best learning atmosphere possible. When implemented properly, an inclusive classroom can be beneficial to not only the students with disabilities, but also the regular education students. It is important for inclusive classrooms to be practiced because they promote more stimulating environments where the students with disabilities are able to better there social skills while the regular education students are able to accept differences between themselves and their peers.

Inclusion means that every child regardless of their abilities or background are able to play, interact, connect and learn as one. Every single child is valued, supported and provided access to equal opportunities like any other child as well as being involved in learning experiences. The label ‘inclusion’ has traditionally been used to describe bringing children with disabilities into regular settings rather than placing them in ‘special’ facilities’ (Connor, 2006, p8). Inclusion of children who have a disability is essentially about educators recognising that all children have the right to be engaged and valued participants in and contributors to the curriculum.

Students with disabilities or special needs students have certain rights available to them. In the “Individuals With Disabilities Education Act of 2004” Congress found: “Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities." There were too many times where students who were considered to have special needs would be seen as an outcast and put into a classroom with other special needs students. They didn’t have the access to the same curriculum or the same types of teachers. In many ways, it seems as if there were discriminated against.