Inclusive Practice Essay

Prior to 1970’s children with downs syndrome and learning difficulties were deemed ‘uneducable’ and were to be sent to a specialist building to receive ‘treatment’. However in 1971 children with SEN and disabilities were given access to education and ten years later children with downs syndrome started to attend mainstream schools. The Warnock report (1978) was an influential piece of legislation that encouraged children with SEN and disability to be integrated into mainstream school. Progressively through the 1980’s and 1990’s the idea of inclusion was focused upon, creating a learning environment that is accessible for all. Throughout this essay I want to discuss and explore the boundaries as well as the barriers a child with downs syndrome
Inclusion aims to abolish segregated classrooms and improve the quality of education for children with and without SEN and Disabilities. Inclusive education looks to develop the child in many ways, considering improvement in the following areas (emotional, intellectual, creative, social and physical). (Miles, 2002, pp 12-14) In 1996, the National Down Syndrome society conducted a research study on the inclusion of DS children in mainstream classrooms. Questionnaire feedback from parents, children and teachers portray an all-round favourable response. Many say that the advantages of inclusion to everyone are countless. Katherine Horrocks(2014) , a mother to a child with down syndrome explained how she was for inclusive practice and feels it is a successful process but requires a great deal of commitment and hard work from all angles. The SENCO and parents create an agreed individual education plan which has action points for the term. This is then accessed consistently and acted upon. The SENCO is a key figure in the educational setting for children with SEN and Disability. They ensure that all practitioners in school are aware of the policies and procedures for the children with SEN and the approach to identifying children. In addition, they safeguard the monitoring, evaluating, planning and reviewing process
Available at : http://www.seeandlearn.org/en-us/speech/
Faculty of Education http://www.theguardian.com/education/2009/may/19/downs-syndrome-school Katherine Horrocks (2012) ‘Including children with Down’s syndrome in mainstream schools benefits everyone’ The Telegraph. 5th October. Available online at : http://www.telegraph.co.uk/women/mother-tongue/9587455/Including-children-with-Downs-syndrome-in-mainstream-schools-benefits-everyone.html Lindsay,G.,Cullen ,MA.,Cullen,S.,Dockrell,J.,Strand,s. (2010) Evaluation of Impact of DCSF Investment in Initiatives .Designed to Improve Teacher Workforce Skills in Relation to SEN and Disabilities: The First Six Months . Available at ; https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/219616/DCSF-RBX-10-04.pdf . Accessed 5th December 2014
MacBeath ,J.,Galton, M., Steward , S., MacBeath , A., The Cambridge Report ,The Cost of Inclusion .National Union Of teachers . University of Cambridge
Mcload ,S. (2007) Maslows Hierarchy of Needs 1943. Updated 2014. Available at: