Inclusive Education is the main initiative policy with respect to children who have special educational needs, disabilities to remove barriers, improve outcomes and remove discrimination (DfES, 2001). According to the Salamonca statement (UNSECO, 1994) every child has a fundamental right to education and must be given an opportunity to achieve and maintain an acceptable level of learning. Every child is unique with their own characteristics, interests’ abilities and learning needs. Therefore the education system should be designed and implemented to take into account a wide diversity of children’s differences
Children have the right to access an inclusive curriculum and teachers have the responsibility to be prepared to teach children with a range of needs. Effective inclusion requires a positive school ethos towards those children who have more difficulties in school. (Biddulph 1998) states that “effective inclusive schools require clear inclusion policies and ongoing professional development for staff”. Teachers should not be expected to know how to support children with additional learning needs without the necessary training beforehand; a lack of knowledge on behalf of the teacher can be an unintentional barrier to successful inclusion of an individual. (Cougher 1997) suggests that inclusion is not a fixed state and that it is a process that will take time to be achieved. Teachers and children need to become accustomed to the changes.
The practical test of labelling the classroom can help the children to start to recognise common words and it might help in children becoming fluent readers.
2. Differences of boys and girls educational achievement were discussed as early as 1867 in a School Inquiry Commission in the U.K (Duke and Smith 2007).Debates about the kind of education were still going on until 1987. The questions associated with the education of boys were raised by feminist Madeline Arnot. Attention was drawn to classroom...
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