Learning Outcome 3
Learning outcome 3.1
Describe what us meant by inclusion and inclusive practices?
The social model of disability
The social model starts with the assumption that the way a school operates, the barriers present and different attitudes can prevent individuals from participating in society. This view of disability works to empower children and young people. Inclusive practice is based upon the social model of disability. Legislation requires schools to make reasonable adjustments and remove barriers so that children and young people can take part in educational and social activities within the school alongside other pupils. Pupils with additional needs often require the additional support of a teaching assistant or school support worker, but inclusion for pupils is not only about providing additional support. Adjustment s may relate to:
The physical environment, such as providing lifts, ramps, rails and furniture at the correct height for children with children with a physical disability or improved lighting for children with a visual impairment
Providing information, such as worksheet and books with larger print, audio tapes, symbols or alternative forms of communication
The curriculum, such as groupings, timetabling, additional support, technology ( touch to speech computers , tracker balls , text to speech software) or adjustments to assessment (extra time, using different methods to capture evidence)
Inclusive practice is not only about the schools providing for the needs of children with special educational needs and disabilities. Inclusion policies must take account of all pupils in the school.
Learning outcome 3.2
Describe features of an inclusive setting for children and young people
People often talk about the ethos of school. It is difficult to sum up what this means. It is something which is often apparent when entering school building. There is a feeling that everyone in the school matters and all play their part. Children and young
Describe what us meant by inclusion and inclusive practices?
The social model of disability
The social model starts with the assumption that the way a school operates, the barriers present and different attitudes can prevent individuals from participating in society. This view of disability works to empower children and young people. Inclusive practice is based upon the social model of disability. Legislation requires schools to make reasonable adjustments and remove barriers so that children and young people can take part in educational and social activities within the school alongside other pupils. Pupils with additional needs often require the additional support of a teaching assistant or school support worker, but inclusion for pupils is not only about providing additional support. Adjustment s may relate to:
The physical environment, such as providing lifts, ramps, rails and furniture at the correct height for children with children with a physical disability or improved lighting for children with a visual impairment
Providing information, such as worksheet and books with larger print, audio tapes, symbols or alternative forms of communication
The curriculum, such as groupings, timetabling, additional support, technology ( touch to speech computers , tracker balls , text to speech software) or adjustments to assessment (extra time, using different methods to capture evidence)
Inclusive practice is not only about the schools providing for the needs of children with special educational needs and disabilities. Inclusion policies must take account of all pupils in the school.
Learning outcome 3.2
Describe features of an inclusive setting for children and young people
People often talk about the ethos of school. It is difficult to sum up what this means. It is something which is often apparent when entering school building. There is a feeling that everyone in the school matters and all play their part. Children and young