In this essay I plan to write a reflective and analytical report as to how all children, taking into account their individual needs, can be included successfully in engaging in mathematical activities and enquiries in the daily numeracy hour. I will focus on the issues of providing a curriculum which can be accessed by all learners, the importance of differentiating the content and delivery of mathematics lessons to suit children with different learning styles and abilities, the tensions between inclusive education and the ideals set out in the National Curriculum and National Numeracy Strategy, the use of classroom resources, classroom organisation and pupils working outside of expectations. I shall also briefly refer to issues surrounding the inclusion of children with dyslexia in the daily numeracy hour.
What is inclusion?
In order to comment on how all children can be included in the daily mathematics lesson, it is first necessary to have an idea of what the term "inclusion" actually means. The definition of inclusion has generated much debate and discussion and is open to personal interpretation but generally concerns "the learning and participation of all students vulnerable to exclusionary pressures, not only those with impairments or those who are categorised as having special educational needs" (Booth, T and Ainscow, M. 2002). This statement illustrates the premise that all children have an equal right to an education that presents them with opportunity for success in the future, regardless of their cultural background, sex, physical or mental disability or intellectual ability.
The National Curriculum (DfES. 1999. pp30-33) states that "schools have a responsibility to provide a curriculum that meets the specific needs of individuals and groups of pupils" It sets out three principles which... [continues]
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