The objective of this essay is to discuss the idea of inclusion and how it is implemented in schools. In addition, there will be an evaluation of the progression made towards inclusion in a specific setting. Based on the results of this evaluation definitive targets will be designed aimed at increasing successful inclusion in the school, targeting a specified group of students. Each target will then be assigned a strategy devised to facilitate its successful deployment in school. To conclude, there will be an example provided of one pupil affected by the school’s inclusion provision and attempts made to establish how the pupil might be affected by the suggested improvements. Concept of inclusion
Inclusive education means that all students regardless of their ethnicity, age, gender, ability, attainment and background are provided with equal opportunities and access to education in mainstream schools, where they can receive the specialised teaching and support they need to achieve high standards and succeed as learners. Inclusion is understood in terms of the placement of pupils with Special Educational Needs and Disability (SEND) in mainstream rather than special schools. From September 2002, new legislation introduced an important change in the provision of support for pupils with learning difficulties. The Special Educational Needs and Disability Act (2001) modified Part 4 of the Disability Discrimination Act (1995) to include schools and educational services. This enables parents of children with a disability to choose a mainstream school placement for their child. The Act was implemented as a result of a wide ranging review of education for children with ‘SEND’, which subsequently called for teachers, by law to make ‘reasonable adjustments’ to their lessons to allow the children to learn effectively and feel included in school life (Her Majesty’s Stationery Office, HMSO, 2001). The Office for Standards in Education (OFSTED, 2004) considered the degree to which the inclusion framework had impacted on school’s capacity to effectively cater for a broad range of needs. They suggested that schools and local authorities (LAs) should ensure that ‘SEND’ pupils in mainstream schools are able to play a full part in school life and receive teaching and a curriculum relevant to their needs.’ (pg.9). The requirement for schools to plan the implementation of inclusion for students with disabilities involves the school creating an inclusion policy. Booth et al. (2000) mentions the Index for Inclusion – a resource distributed to all maintained schools by the Department for Education and Skills. The index helps schools to effectively review their procedures and policies and advises on how to develop a more inclusive approach. The setting upon which the observations in this essay are based does not have a specific inclusion policy. The school’s ‘Policy for Special Educational Needs and Disability’ (2012) does include the concept of inclusion and how it should be implemented.
The Evaluation of progress towards inclusion in a chosen setting The setting in which the evaluation will take place is a city centre secondary school. The learning support base is split into distinct areas. The ‘Enhanced Resource Provision for Hearing Support ‘(ERPHS) unit consists of Teaching Assistants who support the deaf students in their lessons and enable them to access the curriculum through the use of British Sign Language (BSL). There is the ‘English as an additional Language’ (EAL) unit which consists of Bi-lingual Teaching Assistants. This unit co-ordinates the support, teaching and learning of students who are new to English and / or have English as an additional language. There is a physiotherapy suite which caters for a variety of students, some in wheelchairs who have limited mobility and others who need rest and medical intervention during the school day. There is also the main learning support base which consists of forty...
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https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/272282/6812.pdf (Accessed: 1st March 2014)
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