UNIT 6.1 DIVERSITY AND INCLUSION: PROVIDING FOR INCLUSION (258-273).

Simon Ellis and Janet Tod

OBJECTIVES:

Have an understanding of the importance of inclusion in schools within the context of special educational needs (SEN).

Think about how to develop a pedagogy with regard to inclusion.

Have the a ability to increase the range of strategies for achieving increased inclusion.

YOUR IDEAS ABOUT:

Inclusion Diversity

Special education needs (SEN)

THE COMMITMENT TO INCLUSIVE EDUCATION:

Five main beliefs about special educational needs:1. Every child has a fundamental right to education.2. Every child has unique characteristics, interests,

abilities and learning needs.3. Education system should be designed to suit such

diversity.4. learners with special educational needs should have

access to regular school that can take care of their needs.

5. inclusive oriented schools are the most effective means of creating welcoming communities for all.

*the last two points are the most challenging in terms of the level of educational change demand.

"inclusion recognizes the individual child's right to be included and carries the expectation that schools need to be prepared to change aspects of curriculum, assessment, pedagogy and groupings of pupils to facilitate this."

DEFINING EDUCATIONAL INCLUSION:

"inclusion is about much more than the type of school that children attend: it is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school." and this is guided by

“removing barriers to achievement".

"CHILDREN WHO LEARN TOGETHER, LEARN TO LIVE TOGETHER."

EVALUATING INCLUSION:

Inclusion is a process that is influenced by a

range of factors and has different meanings and outcomes for those involved. It might, for example, have a different meaning for a parent than a policy maker and be judged accordingly.

DISCUSSION:

With your partner, try to describe an inclusive classroom and provide some examples,,

TO BE ABLE TO EVALUATE INCLUSION YOU SHOULD THINK ABOUT:

Principles.Place. Policy.Practice. Person.HOW??

WHAT DO YOU THINK NOW ABOUT EDUCATIONAL INCLUSION?

CRITICISM OF INCLUSION: 

Educational inclusion has been developed based on human rights and morals rather than on rational evidence.

It is surrounded by a number of practical challenges and problems. Ex. Failure to recognize various kind of needs.

Class discussion :

Do you think that learners with special educational needs require special teaching or they can learn with their normal peers?

DEVELOPING INCLUSIVE CLASSROOM PRACTICE:

Improving the quality of teaching is the key factor of more inclusive classroom.

MAIN PRINCIPLES FOR DEVELOPING A MORE INCLUSIVE CLASSROOM:

1. Setting suitable learning challenges: give every pupil in your class the opportunity to experience success (ex.).

2. Responding to pupils' diverse learning needs: use a variety of teaching methods to match the pupils different needs.

3. Overcoming barriers to learning an assessment for individuals and groups of pupils: find ways to help learners overcome barriers of learning.

FOR YOU AS A TEACHER THE CHALLENGE IN DEVELOPING YOUR PRACTICE IS TO ADDRESS THE THREE ELEMENTS AS OUTLINED:

Setting suitable learning challenges

Responding to pupils' diverse learning needs

Overcoming barriers to learning an assessment for individuals and groups of pupils

REFERENCES

Learning to Teach in the Primary School. Arthur& Cremin,2010. 2nd edition. Routledge: Taylor & Francis Group, London