Inclusion: Education and Support

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Support for Learning Policy
One of the National Priorities is “to promote equality and inclusion and help every pupil benefit from education, with particular regard paid to pupils with disabilities and special educational needs….”. We hope to implement the key characteristics of inclusion within our Support for Learning policy. “Inclusive education requires the presence of all learners in one shared educational community since the exclusion of a single individual diminishes the integrity of that community”. (John Hall- Special Children 1992)

Learning and Teaching is at the heart of the education process. Throughout the learning process from early childhood, through schools and further education into lifelong learning, all learners require at some stage, support in the learning process. Support for Learning seeks to ensure that the barriers to learning, be they educational, social or emotional are overcome.

• To ensure all pupils receive an education that helps to develop their personality, talents and mental and physical abilities to their fullest potential • To promote an inclusive approach which will meet the needs of all pupils and in turn contribute to raised levels of achievement, self-esteem and lifelong learning • To develop cultures, climates and a curriculum that fosters inclusion for all • To help establish and maintain effective and appropriate learning opportunities for all pupils through an appropriate curriculum. • To establish an inclusive network of provision for all

Principles of inclusion
We endeavour to recognise and respond to the diverse needs of our learners within our existing Support for Learning provision taking account of the principles of inclusion for all. We aim to provide a climate for inclusion through enhancing our positive school ethos to establish improved partnership and co-ordinated approach to meet the needs of all pupils in our school community. ”Mainstream schools with an inclusive orientation are the most effective means of combating discriminatory attitudes and providing education for all.” – (Salamanca Statement UNESCO 1994)

The key principles of inclusion are:
• Entitlement
• Inclusion
• Partnership
• Participation

Under the ‘Education Act 2000 there is a presumption of inclusion for all children within the educational setting. In most circumstances this will be inclusion within the local mainstream school. Inclusion

Inclusion is not merely physical ‘integration’ with a school, it is an attitude that affects our thinking and practice within our own school. This will involve an on-going development to restructure our school in response to the needs of every pupil.

This is about using a ‘joined up’ approach or collaborative approach to planning and reviewing the needs of pupils involving a range of bodies from relevant sectors of Social Work, Education and Health etc. This of course will involve close partnership with parents/carers and pupils themselves.

This involves increasing participation of pupils within all aspects of school life and decreasing marginality of individuals or groups because of ability, race, culture, age, disablement etc. We need to involve all the pupils in decision–making in the school and we need to plan to structure the increasing participation of all pupils.

The concept of ‘inclusion’ requires us all to be continually reflective on our practice and work together to create the best for all our learners. The principles for inclusion and strategies for its implementation will feature on our School Development Plan over the next few years.

General Guidance on supporting all pupils within the school
As a school team we are committed to developing and promoting interdisciplinary, multi-agency working to meet the needs of learners within the school on an equal opportunities basis. The role of the class teacher is to meet the needs of all the pupils in his/her...
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