The Context for Inclusive Education - Essay Example

?The Context for Inclusive Education Refat Mahmood Table of Contents Introduction 3 Part A - A Critical Analysis of the Local, National and International Context of Inclusive Education; How Background Legislation, Policies and Evidence Set the Context for Inclusion. 3 Part B - How High Incidence Disabilities Affect Pupils’ Learning and Development. Summarise your Understanding of How a Learner can be affected by the Context of a Learning Environment, the Teaching Approaches, the Physical & Social Environment. 13 Conclusion 19 References 20 Introduction According to Ainscow (2005) “Inclusion is about the presence, participation and achievement of all students” (Ainscow, 2005 pp. 16) relation. This particular form of education is offered to individuals with disabilities and also to children necessitating require ‘Special Educational Needs’ (SEN). The inclusion education philosophy program has been initiated with the intention of ensuring that children with disabilities are offered with better education services in schools and other educational institutes. With regards to this, the concept of inclusive education is identified to be broadened in order to cover provisions for children with SEN provisions (Mitchell, 2010). The context of inclusion education has been formulated as along with implemented in different countries with greater significance. In this respect, different policies as well as practices in relation to inclusive education have been devised and implemented on a global context. Inclusive education is determined to be a decisive policy with regards to human rights along with equal opportunities. Additionally, the SEN provisions will ensure that social justice would prevail largely in a specific community of various nations (Winter & O’Row, 2010). Part A - A Critical Analysis of the Local, National and International Context of Inclusive Education; How Background Legislation, Policies and Evidence Set the Context for Inclusion. Inclusive education aids in the formulation of effective educational policies especially for children with disabilities and those who require SEN. The inclusive education system is based on certain principles that include diversity, equality and tolerance. With regards to this, inclusive education program is developed based upon certain policies and practices, ensuring that the provisions are accepted on local, national and global context. There are various legislative policies, amongst which the policy of ‘Special Educational Needs Code of Practice’(2001) has been formulated and implemented with the intention of accomplishing the objectives of inclusive education in local, national and worldwide context. The Code intends to avail children with SEN and the process in accordance with which inclusive education services will be offered. Therefore, the plans associated with the Code are based on deciding appropriate policies on the basis of which educational policies in schools will be developed (Crowne, 2012). The Code ascertains the framework, the principles along with the standards that are to be followed by schools. Additionally, it will aid in evaluating the progress of schools in offering SEN to children and also accomplishing the determined objectives of providing inclusive or special education to disabled children. It covers the provision of ‘Special Educational Needs and Disability Act 2001’ [1] (The National Archives, 2001). The SEN Co-ordinator (SENCO) provides the basic frameworks and the principles on the basis of which inclusive training programs will be conducted by ‘Local Education Authorities’ (LEAs). Accordingly, the local autorities will be able to maintain schools, develop settings in relation to early education and undertaking other measures along with duties in order to meet the needs of children with SEN. In this context, the ‘Education Act 1993’ has provided the ‘Secretary of State’ with the obligation and right to develop the Code. Moreover, ‘the Secretary of State’ is also empowered with the task of modifying the Code on a timely basis, according to the changing requirements of children with SEN. Consequently, the developed Code will assist schools along with LEAs to acquire adequate resources in order to invest more towards conducting the activities on the basis of which SEN of children can be met [1] (The National Archives, 2001). On reflection our setting meets its legal obligation, by having a clear inclusion policy in place. It is the responsibility of the SENCO along with senior leardership team to monitor the effectiveness, in terms of identifying, assessing and making provision for children with SEND. The principles and the practices in relation to the above discussed Code comprise newly formulated duties that have been implemented by the SEN and Disability Act 2001. The newly formulated duties became much effective and accordingly LEAs, institutions offering early education settings and schools should conduct their operations in an effective manner (The National Archives, 2001). In this respect, the changes that have been made in the Code under the SEN provisions have been demonstrated hereunder. The children are provided with stronger rights in relation to SEN for acquiring better education in mainstream schools The LEAs are provided with new duties to resolve the issues faced by the parents with adequate information along with advices Schools and other educational service providers are statutorily obliged to inform the parents about their provisions of providing special education services Schools and other education services are also required to conduct a proper assessment of children with SEN [1] (The National Archives, 2001). The LEAs play an important role in developing a better affiliation between governing bodies of education, head teachers and LEAs, so that the principles and the practices are formulated and applied in an appropriate manner. Accordingly, the schools and the educational bodies will be able to provide efficient educational services to the children with disabilities and SEN. These are the various procedures on the basis of which inclusive education can be developed in local, national and international context [1] (The National Archives, 2001). With regards to this, LEAs have formulated effective plans and policies in order to develop a better inclusion education service on a local context. The LEAs play an effective role in formulating plans in a clear and detailed manner with the aim of developing a better inclusion plan. In this context, inclusive schools along with LEAs are required to be based on certain factors that will assist in developing an appropriate inclusion program in local, national and international context [2] (The National Archives, 2001). These factors have been discussed below. An Inclusive Ethos Schools along with LEAs should use different tools such as ‘CSIEs Index for Inclusion’ with the intention of identifying and eliminating barriers in relation to inclusive education leaning and participation. Schools with the assistance of the aforementioned tools will be able to improve the standards of education offered to the children. Consequently, LEAs formulate various plans that encompass ‘School Organisation Plans’, ‘Education Development Plans’, ‘Asset Management Plans’ and ‘Child Development Plans’ are often considered to formulate the inclusion plan. In relation to the inclusion education programs, it can be viewed that funds are often offered to LEAs, so that these funds can be allocated and used for providing effective training to the development school authorities and teachers along with the staff members belonging to LEAs. In this respect, the training services will aid in providing better and quality inclusion education to the students with disability and SEN [2] (The National Archives, 2001). Our setting has a designated member of staff from its governing body who works closely with the Headteacher and SENCO to ensure we are addressing this area well , regular termly reports are given to the governing body with regards to provision. We also receive funding to ensure we fulfil our legal obligation with regards to professional development of staff and SEND provision. However funding is not always matched to the needs required and staff are employed, who may not be suitably qualified or experienced to support the individual child requiring support. A Broad and Balanced Curriculum for all Pupils Schools and LEAs should follow a common curriculum, so that education services are offered in a sustainable manner. The ‘National Curriculum 2000’ provides the policies and plans on the basis of which inclusive education should be offered to all the pupils. The curriculum signifies that education should be provided with better opportunities to all the children. Respectively, the teachers are bestowed with the responsibilities of developing appropriate learning aspects or ideas for the children. Additionally, the teachers must seek that learning needs of the diversified cultural children are duly met. Accordingly, a better learning environment should be developed with minimum barriers in order to construct an efficient individual along with group learning process. Moreover, ‘The Qualifying and Curriculum Authority’ has provided general along with subject guidelines on the basis of which, the curriculum for children with SEN are to be planned and assessed [2] (The National Archives, 2001). Additionally, the inclusion statement signifies that schools or the educational institutes should develop effective curriculum and practices based upon certain important aspects. These aspects include: Setting appropriate leaning challenges Responding towards pupils’ dissimilar learning requirements and Overcoming potential barriers to learning Source: [3] (The National Archives, 2009). On reflection my setting, which is a large , inner city , Primary school has systems in place for ensuring that all children’s needs are addressed appropriately . We offer a personalised learning environment , this is highlighted in the planning and assessment as well as Individual Education Plans (IEP). However I also discovered that there were some issues with no evidence for children on ‘School Action’, due to inexperienced teachers not being fully aware of the processes involved. This issue can be addressed through in house training and development. Systems for Early Identification of Barriers to Learning and Participation The Code has provided an efficient framework in accordance with which the needs of children with SEN would be identified and assessed. Additionally, the schools and the LEAs are offered with advices and valuable information, assisting them in mitigating any sort of issue or challenge. The LEAs will offer SEN data which will be formulated by ‘National Performance Framework’. The SEN data will comprise a set of questions, aiding the staff members of LEAs towards evaluating their performances [2] (The National Archives, 2001). In my setting we ensure that all teachers use the Sheffield pupil progress tracker, to record the progress made by each child, any children not making significant age related progress, are highlighted and discussed with the SENCO. A large percentage of our children are also acquiring english as an additional language ( EAL) and have additional educational needs aswell as SEN. These children fall well below the Age Related Expectations. High Expectations and Suitable Targets for all Children The schools with the assistance of LEA are required to develop measurable and suitable targets. The targets will act as a vision in accordance with which education and learning services will be offered to the children. Moreover, the schools and the LEAs will develop a procedure of measuring their performances with regard to their targets. These are the various factors that will assist schools in developing an efficient inclusive education system [2] (The National Archives, 2001). Our school targets are set by the LEA, these are shared with Governors, staff and regular monitoring by SLT ensures we are on track for achieving high expectations. The inclusive education service is developed on certain principles that have been stated below. Inclusive education service is a program of providing better education and learning opportunities to children irrespective of culture and needs Appropriate strategies, plans and training children with SEN will be provided with effective education services in mainstream schools Inclusive education service ensures that learning and education is offered on the basis of needs of the parents/carers along with children The interests of the children and the parents are to be protected Barriers identified in the process of learning as along with participation are required to be mitigated in an active manner Children should be offered with appropriate education services, so that they are able to accomplish their individual goals [2] (The National Archives, 2001). An inclusive education service is based on the aforementioned principles, which ensure that education and learning services are offered to children with better inclusion and opportunities. These are the various ways in accordance with which inclusive education service has been implemented in local and national context. In the international context, inclusive education is often viewed to be a prime objective in relation to universally recognise the development of human rights. Moreover, inclusive education in an international context facilitates pupils in having equal opportunities and liberal democracies. ‘The Salamanca Statement and Framework for Action on Special Needs Education (1994)’ is regarded as one of the major international documents, signifying the principles along with the practices in relation to deliver quality inclusive education to the students. The notion of inclusive education implies that all the children are required to be provided with equal learning and educational opportunities, irrespective of disability and special needs. The implementation of inclusive education will minimise diversity as along with inequality prevailing in a society with regard to the deliverance of quality inclusive education services on a global context (Stubbs, 2002). The United Nations and its related agency i.e. UNESCO are recognised to play an effective role towards the promotion of inclusive education. In the year 1994, an event comprising 92 governments along with 25 global organisations in Salamanca has formed an agreement, implying that children with SEN should be provided with better education opportunities in regular schools. In this manner, children will be facilitated with the chances of accomplishing their desired objectives as well as needs. The agreement also represents that regular schools with the orientation of inclusive education will develop an effective tool for generating appropriate cultural and social environment, mitigating discriminating attitudes at large. Respectively, it can be affirmed that the formation of the agreement in relation to inclusive education would enhance the education system with better efficiency and cost-effective manner at large (Mitchell, 2010). The concept of inclusive education has been determined as a vital element in order to provide effective education and learning services to the children with disabilities and SEN. In this regard, ‘Education for All’ (EFA) is recognised as a common idea since the Universal Declaration made in the year 1948. This notion signify that specific groups which are vulnerable towards exclusion from education services especially the disabled children, should be offered with special education services and learning opportunities. Education is determined to be an essential factor for the development of individuals. It has been recognised that there are various factors such as poverty, social conflict, disability and cultural diversity, which act as a barrier for children to obtain effective education. Additionally, it can be identified that there has been a shortage of schools in different nations because of the factors like lack of sites and quality teachers among others. Children are often deprived with acquiring quality education due to the reasons like low quality schools and costs associated with school fees, books and uniforms (Rouse, 2013). In this regard, policies and principles relating to inclusive education have been implemented with the concept of EFA and Salamanca statement derived from the conduct of a meeting with different international bodies and organisations. Contextually, education services for children with SEN have been made effective in local, national along with international context. Part B - How High Incidence Disabilities Affect Pupils’ Learning and Development. Summarise your Understanding of How a Learner can be affected by the Context of a Learning Environment, the Teaching Approaches, the Physical & Social Environment. The inclusive education program has been initiated with the objective of providing education services to all the pupils. The special education services have been formulated to offer learning and education facilities to children with SEN. children bearing high-incident disabilities that include mild learning disabilities and mild behaviour disorders among others are required to be provided with inclusive education in mainstream schools on a full-time basis under the supervision of teachers trained in special education services. The children with high-incidence disabilities should be assessed on their progress and accordingly, appropriate plans should be formulated with the objective of providing better education. The high-incidence disabilities are seemed to affect the participation along with the learning process of the pupils and in this regard, training should be provided to SENCOs, so that they are able to understand and determine their needs. The SENCOs should be able to ascertain different factors such as social along with physical environment among others that might affect the development of children with SEN or disabilities (Crown, 2013). In relation to the SEN Code of Practice (2001), there are ‘four areas of needs’ including ‘cognition and learning needs’, ‘sensory and/or physical needs’, ‘behaviour, emotional and social development needs’ along with ‘communication and interaction needs’ (Worcestershire, 2013). These areas have been described here under. Cognition and Learning Needs Cognition and learning needs signify that the special education should be provided to pupils having learning difficulties in relation to read and write. In this regard, schools, in order to meet the requirements of these pupils should adopt appropriate education practices in accordance with which effective education services to be offered to these people. The pupils falling under cognition and learning needs are affected with Dyslexia and Dyscalculia among others (Crown, 2012). Our setting aims to provide children who fall under this area of need with specialist support on a daily basis. We have trained staff delivering specific interventions. However I feel that we need to monitor the effects of these with a much more robust system. We need to allow staff time to become familiar with interventions before introducing them to new approaches. Behaviour, Emotional and Social Development Needs The pupils with disruptive, uncooperative and antisocial behaviour are required to be provided with behaviour, emotional and development needs. The pupils falling under this SEN are identified to face difficulties, resulting to abuse, mental illness and psychological trauma among others, owing to the reason of the inefficiency of the schools in developing a suitable learning and educational environment (Crown, 2012). In My setting his area of need is addressed by receiving support from the educational psychologist who works closely with the SENCO and SLT on a termly basis, as well as more frequently as the need arises. Recently training has been given to our TAs in supporting children with ADD. Communication and Interaction The pupils are required to be provided with special education for the purpose of mitigating language impairment, autism and speech difficulties that often face by them. These pupils face these sorts of challenges while interacting with others along with developing social relationship. In this regard, these pupils should be offered with appropriate special education, so that effective language therapy along with support can be provided to them (Crown, 2012). I feel this area is one of the better areas of provision that my setting addresses, as 98% of our children come from deprived, socioeconomic backgrounds, with very low attainment in communication and literacy. Language plays a crucial part in all aspects of the curriculum and we recognise the importance of early interventions in this area. A number of TAs have been trained in various evidence based interventions, Reading recovery, Fischer Family Trust , Talking Partners and Vocabulary intervention programs. Sensory and/or Physical Needs Pupils with hearing along with visual impairment and physical disabilities are to be offered with sensory and physical needs. With regard to the needs of these pupils, schools are to be provided with efficient curriculum and should develop a better access towards physiotherapists and others in order to support and meet their requirements (Crown, 2012). Our setting is in the early stages of development of a sensory room, however the effects of this provision are already proving beneficial for children requiring this support. The educational implications of the aforementioned four areas should be identified in order to ensure that the children with SEN are offered with best learning and education opportunities. Moreover, a proper assessment should be conducted in schools with the aim of identifying difficulties in children in their ages, so that effective measures can be adopted for their best development in future. In accordance with the Code, schools should adopt early educational settings in order to meet their educational needs in an effective manner. Additionally, the implications of high-incidence disabilities in the areas of teaching, learning along with inclusive practice should be effectively identified by SENCOs for better progress and development of children with SEN (Crown, 2013; Barbara, 2005). Thus, it can be affirmed that the above discussed literature on child development and understanding of pedagogy can influence applied practice in the context of developing the behaviour of the children with disabilities and SEN. The SEN provision should be developed on the basis of extensive evaluation and assessment of the needs along with the requirements of the children with disability. In relation to this, evidence based intervention (EBI) will assist in obtaining adequate information, so that the children are offered with efficient education and learning services. The EBI, will assist in providing important information to the SENCOs, so that effective policies and practices can be formulated in order to enhance the education and learning system. Moreover, the development of effective policies will aid in meeting the educational and learning needs of the children with SEN proficiently. Policies developed with the assistance of EBI will also aid in training teachers to improve their teaching skills. EBI should be conducted in different fields such as behaviour, cognitive behaviour and instructions. Thus, interventions in the aforementioned areas will aid in developing appropriate strategies in relation to behaviour, cognitive behaviour and instructional strategies. These strategies will assist schools and other educational institutions to develop their practices in accordance with the developed policies. The behavioural strategies can be developed on the basis of interventions made by teachers from different physical activities and psychological aspects ascertained from the children with SEN. The cognitive behaviour strategies can be determined on the basis of self-regulation and self-evaluation programs that are adopted mainly by schools. At last, developed instructional strategies can aid in determining the pedagogical strategies on the basis of which education will be offered to children with SEN (Cooper & Jacobs, 2011; Cheminais, 2010). In this respect, the developed strategies will assist the SENCOs in determining the progress made in the field of education and learning system developed for children with SEN. The SEN provisions that are developed in accordance with behaviour and cognitive behaviour strategies will certainly assist in building socio-emotional behaviour amid children with SEN. Additionally, the developed provisions will assist in developing policies and practices that can be universally adopted in different nations, so that children with SEN and disabilities are offered with efficient educational and learning facilities. Respectively, SEN provisions will provide better opportunities to children with SEN to accomplish their desired educational needs and requirements (Cooper & Jacobs, 2011). Additionally, it can be affirmed that the EBI will assist SENCOs in having a better understanding of different aspects that include needs and requirements of children in relation to SEN (Easton & Gee, 2012; Allen, 2011). Furthermore, SENCO with the provisions of the Code and the intervention process will be facilitated with the opportunity of seeking the progress of SEN practice in schools. It can be affirmed that pupils often face learning disabilities in schools due to inflexible teaching styles, inappropriate curriculum and ineffective grouping of people. Respectively, the schools and the teachers are required to develop their respective teaching approaches along with attitudes with the aim of developing an effective educational and learning environment. Additionally, the teachers and the support staffs are required to be offered with adequate training services so that they are able to able to recognise the needs and expectations of pupils children with SEN. Hornby (2012) stated that children with disabilities and SEN are required to be offered with suitable education system. Moreover, they should be availed with the opportunity of having proper education in mainstream schools (Hornby. 2012). In this respect, pupils with the availability of better education environment can have appropriate learning and education services. According to Jha (2013), inclusion signifies the process on the basis of which schools develop its curriculum and learning environment in order to meet the requirements of all children (Jha, 2013). In this context, schools developing practices in adherence with the provisions mentioned in the Code will be able to meet the requirements of the children with disabilities and SEN. Overall I feel we do well in the provision of Evidence Based Interventions for our children with SEND . We have trained staff who have experience in delivering a whole range of interventions in the four key areas of need mentioned.We offer support using the 3 waves of intervention. Our setting’s provision mapping highlights children on SEND register and the TA delivering the interventions .Use of specific terminology is used to highlight areas of need being addressed in children eg. ADD, ASD, HI, MLD,PD, PMLD, SLD, AEN, EAL etc. I also found out that the LAC and SEN children are discussd in termly meetings , with the SENCO, learning mentor, and a member of SLT, to ensure a seamless service is provided for these children. Conclusion It can be comprehended from the above discussion that inclusive education is regarded as an important policy, which assists in meeting the education along with the learning requirements of children with SEN. There is a need of inclusive education in different nations so that children with disabilities are able to obtain quality education from mainstream schools. In this regard, SENCOs are entrusted with the responsibility of seeking that children with SEN are provided with equal opportunities. Moreover, the SENCOs will also ascertain the progress of children with SEN and accordingly devise appropriate strategies so that they are able to accomplish their educational objectives. In this regard, SEN Code of Practice provides various policies and plans on the basis of which schools should conduct their necessary activities. Thus, it can be affirmed that the context of inclusive education is an important aspect of education service towards providing equal education and learning opportunities to all individuals. References Ainscow, M., 2005. Understanding the Development of Inclusive Education System. Electronic Journal of Research in Educational Psychology. (3), (7), p. 5-20. Allen, G. (2011). Early Intervention: The Next Steps. An Independent Report to Her Majesty’s Government. [Online] Available from: http://www.dwp.gov.uk/docs/early-intervention-next-steps.pdf [Accessed 6th November 2013]. Barbara, C. (2005). Mission Impossible? Special Educational Needs, Inclusion And The Re-Conceptualization Of The Role Of The SENCO In England And Wales. European Journal of Special Needs Education. (20), (3), p. 287-307. Cheminais, R. (2010). Handbook for New SENCOs. London: SAGE. Crowne, E. (2012). The SENCO Handbook: Working within a Whole-School Approach. London: Routledge. Cooper, P. & Jacobs, B. (2011). Evidence of Best Practice Models and Outcomes in the Education of Children with Emotional Disturbance/Behavioural Difficulties: An International Review. NCSE Research Report No: 7. [Online] Available from: http://www.ncse.ie/uploads/1/7_ncse_ebd.pdf [Accessed 6th November 2013]. Crown. (2013). National Award for SEN Co-ordination. Learning Outcomes. [Online] Available from: http://www.ioe.ac.uk/News_and_Events_Events/National_Award_for_SEN_Coordination_Learning_Outcomes_June_2013.pdf [Accessed 6th November 2013]. Crown. (2012). Recording Children with Special Educational Needs. Guidance for Schools. [Online] Available from: http://www.deni.gov.uk/sen_categories.pdf [Accessed 6th November 2013]. Easton, C. & Gee, G. (2012). Early Intervention: Informing Local Practice. Publications. [Online] Available from: http://www.nfer.ac.uk/nfer/publications/LGLC02/LGLC02.pdf [Accessed 6th November 2013]. Hornby, G. (2012). Inclusive Education for Children with Special Educational Needs: A critique of Policy and Practice in New Zealand. Journal of International and Comparative Education. (1), (1), p. 52-60. Jha, M. M. (2013). Barriers to Access and Success: Is Inclusive Education an Answer? Papers. [Online] Available from: http://www.col.org/pcf2/papers%5Cjha.pdf [Accessed 6th November 2013]. Mitchell, D. (2010). Education That Fits: Review of International Trends in the Education of Students with Special Educational Needs. Publications. [Online] Available from: http://www.educationcounts.govt.nz/publications/special_education/education-that-fits-review-of-international-trends-in-the-education-of-students-with-special-educational-needs/chapter-eleven-inclusive-education [Accessed 6th November 2013]. Rouse, M. (2013). Developing Inclusive Practice: A Role for Teachers and Teacher Education? Files. [Online] Available from: http://www.abdn.ac.uk/eitn/uploads/files/issue16/EITN-1-Rouse.pdf [Accessed 6th November 2013]. [1] The National Archives. (2001). Special Educational Needs Code of Practice. The Education Act 1996. [Online] Available from: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DfES%200581%20200mig2228.pdf [Accessed 6th November 2013]. [2] The National Archives. (2001). Inclusive Schooling. Guidance. [Online] Available from: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DfES-0774-2001.pdf [Accessed 6th November 2013]. [3] The National Archives, 2009. Statutory Inclusion Statement. National Curriculum. [Online] Available from: http://webarchive.nationalarchives.gov.uk/20090902230247/curriculum.qcda.gov.uk/key-stages-1-and-2/inclusion/statutory-inclusion-statement/index.aspx [Accessed 6th November 2013]. Winter, E. & O’Row, P. (2010). Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational Needs. National Council for Special Education. [Online] Available from: http://www.ncse.ie/uploads/1/ncse_inclusion.pdf [Accessed 6th November 2013]. Worcestershire. (2013). SEN Code of Practice. Resident. [Online] Available from: http://www.worcestershire.gov.uk/cms/speech-language-communication/introduction/levels-of-support-and-provision/sen-code-of-practice.aspx [Accessed 6th November 2013]. Read More