Inclusive Practice

Topics: Special education, Resource room, Inclusion Pages: 10 (3530 words) Published: April 1, 2012
Inclusive Practice

Complete a written assignment that will demonstrate your knowledge and understanding of the legal requirements and policy relating to inclusion. Critically analyse the issues surrounding Special Educational provision and disability in school. During the ten years that I have worked in primary education inclusivity has played an increasingly important part when considering how the curriculum can be delivered and how a classroom can be managed to ensure that it is accessed by all children. Experience of working within a primary classroom has shown that the accommodation of students with Special Educational Needs (SEN) and the delivery of inclusive lessons have had a vital part to play when determining classroom practice. Historically however, an inclusive solution to supporting students with additional educational needs has not always been explicit in teaching pedagogy and an educational policy of segregation, then integration (rather than inclusion) was usual prior to the research and findings of Warnock in her report of 1978: Thus we are proposing a general framework of special education which is much wider than the present statutory concept, and within that, though an integral part of it; the means of safeguarding the interests of the minority of pupils whose needs cannot be met within the resources generally available in ordinary schools. This framework is intended to establish once and for all the idea of special educational provision, wherever it is made, as additional or supplementary rather than, as in the past, separate or alternative provision. (Warnock, 1978, p.49) The Warnock Report came at a time when the disability movement had gathered considerable momentum. The civil rights demonstrations of the 1960s offered a platform from which the movement might take advantage. The protestations of the movement gave rise to disability studies as a credible academic discipline and the parents of children with SEN became more vocal, challenging social policy and questioning the orthodoxy of professionally-led policies and practices which resulted in the segregation of their children through the use of alternative provision and specialist centres (Barnes, 2010). The movement saw the conception of a social model of inclusion that brought about an important shift in approaches toward disability. Previous approaches and the medical model of disability had influenced thinking and had defined a social policy that was exclusive in its nature. The medical model of disability determining that disability is an attribute of impairment, physical or mental: Doctors are people who are trained to cure or alleviate such impairment and therefore disability becomes a medical problem. Disabled people are treated, changed and improved by doctors, specialists and therapists who plan and manage their health care… They (disabled) become defined by their medical condition - they are spastic or blind or deaf. (TDA, 2009, p.1) Unlike the previous approach to disability the social model breaks the causal link between impairment and disability, “Impairment only becomes disabling because of social structures and organizations” (Marks, 1999, p.77). This philosophy contributed to the introduction of the Disability Discrimination Act (1995) which has now been repealed and replaced by the Equality Act (2010) and the creation of specific SEN legislation (2001).The 90s saw a clear emphasis being place on inclusion with further guidance being provided through the Green Paper ‘Excellence for All Children: Meeting Special Educational Needs’ (DfEE, 1997). In recent years however there has been a renewed surge to meet a broader range of learner needs, focusing on the external factors that might contribute to a child’s underachievement such as, home life and the social emotional aspects of leaning (SEAL); recognising that the curriculum content and scientific explanations of how students learn are not the sole determinant for educational...

References: AINSCOW, M. (1995). Education for All: Making it Happen, Support for Learning,10, 4 pp. 147– 155
BRIGGS, J. (2004) Inclusion and How to Achieve It: Meeting SEN in Secondary Classrooms. London: David Fulton Publishers
DFEE (1997) Excellence For All Children: Meeting Special Educational Needs. London: HMSO
DFES (2001) Special Educational Needs: Code of Practice
DFES (2003). Every Child Matters (Green Paper). CM 5860. London: Stationery Office.
DFES (2004). Removing Barriers to Achievement: The Government’s Strategy for SEN. DFES 0117/ 2004 Nottingham: DFES Publications
FULCHER, G. (1993) Schools and contests: a reframing of the effective schools debate In: R. SLEE (1993) Is There a Desk With My Name on It? The politics of Integration. London: Falmer p.125
MARKS, D. (1999). Disability: Controversial Debates and Psychosocial Perspectives. London: Routledge
OLIVER, M. and BARNES, C. (2010). Disability studies, disabled people and the struggle for inclusion. British Journal of Sociology of Education. 31(5), pp. 547-560
RICHARDS, G. (2010). Managing Current Developments in SEN and Inclusion: Developing Confidence in New Teachers. Management in Education. 24(3), pp. 107-110
TDA (2010)
THOMPSON, G. (2002). Forum SENCO Integration/ Inclusion. Saturday 20th July 21:38 (accessed online 1st January 2011)
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