It embraces the view that all individuals should be valued by society by ensuring that everyone can integrate and take part in all aspects of it. This can be done by removing the barriers that make it difficult for someone to enjoy that inherent right (Frederick et. al, 2002). As a result, the act of inclusion gives an opportunity to everyone to lead full lives and to accomplish what they desire.
First, it requires that we need to make sure that all learners should participate fully in the life and work of mainstream setting. Second, it conveys a continuing progression of breaking down hurdles to learning and participation for all children and young people. Third, it suggests a right to fit in the mainstream or a joint undertaking by all the segments of the society and to eliminate discrimination and to work toward equal opportunities for all learners of education. Hence, Ozoji (2005) defined inclusive model of education as an education approach or program carefully planned to educate learners with sundry needs within the mainstream or school, irrespective of their weaknesses and
Anti-discriminatory practice is to help support all work with children, young people and their families. It is important that settings promote anti-discriminatory practice by offering equality of opportunity and being inclusive to all children who attend the setting. Anti-discriminatory practice is also all about the implementation of the work settings equal opportunities policy in all aspects of the setting such as the curriculum which members of staff have to follow in order to plan, deliver and evaluate daily. It is important that members of staff in a work setting make sure that each individual child has an opportunity to take part and participate in all activities whether it is indoors or outdoors in order to achieve their learning potential of what is expected of them according to their age development. It is important that when working with children all members of staff and practitioners must have a
Inclusion is a philosophy that is heavily used in today’s society. It encourages individuals, schools, and regions to accept and give worth to everyone in spite of their differences. In line with this philosophy are the certainties that each individual has a place, diversity is appreciated, and that we can all learn from each other (Renzaglia, Karvonen, Drasgow, & Stoxen, 2003). With these beliefs in mind when working in the education system, the Universal Design for Learning framework (UDL) shows how all students can access and engage in learning, no matter how severe the disability. With UDL being a guided principle in special education, students with severe disabilities are able to access the general education curriculum, engage with regular education peers, and are regarded as respected individuals in the their schools and community.
Means all children that attend school are given the education that they deserve. Children will be in age appropriate classes and will be supported to learn, contribute and participate in all aspects within school. No child will be left out whatever age, gender, disability or learning needs. Equality Means giving all children the support time and guidance they need so the child can reach their full potential.
In the report he mainly recommends that social services and other professionals are given appropriate training to do their job in correct manner. Like this the informations which are related to childâ€TMs safety are correctly handled and shared between agencies to promote childrenâ€TMs welfare. All schools in England apart from the main legislation (which I mentioned above) must follow policies and procedures set by their Local Safeguarding Children Boards. I can mentioned for example Framework for the Assessment of Children in Need and Their Families 2000 (providing understanding and recording what happening to CYP within their families) or Working Together to Safeguard
Kozols campaigns for an education system that “empowers our students to see clearly and speak openly about the schools that they attend and neighbourhoods in which they live”. Kids should be aware of the schools they attend, diverse or not, and education systems have a chance to break segregation from the beginning and bring all ethnicities together. Montessori is advocating for an education system that sees the freedom that the child manifests and allows them to express their creativity. She believes that the freedom they attain from proper education releases their inner ambitions allowing them to lead a successful life. Her idea of education is that “The school must permit the free, natural manifestations of the child if in the school scientific pedagogy is to be born”.
This applies to education systems, which need to promote inclusion by ensuring the occurrence contribution and achievement of all children, including children with disabilities. Practitioners need to critically reflect on how they provide an inclusive environment for all children. All children should be educated to respect differences in culture, language, religion, beliefs, and values and encouraged to be proud of their own identity and heritage, to eliminate any superior or inferior feelings. (Barnardo’s, 2002, Derman-Sparks and the A.B.C. Task
Declaration: I hold these truths to be self-evident, that all students are created equal and are given by their Creator the rights of life, liberty, and the pursuit of whatever makes them happy. In order to have control over these rights teachers and parents should understand that us students
Vision Statement: Dingess Elementary Core Beliefs are that education involves and includes everyone. We guarantee a high quality instructional program that contains a rigorous and vertically curriculum, effective teaching and ongoing assessments. We aim to establish, ensure and maintain learning environments that are safe, orderly, and free of bullying as well as fostering a nurturing, healthy, structured, and sustainable, clean, environment designed to stimulate the creativity and innovation of each learner. We believe that every child is unique and important and with this in mind, we provide higher levels of rigor with differentiated instruction for all students. As well as interventions for students who are not proficient, so that every
The best way to promote anti-discriminatory practice in work with children and young people is to be a good positive role model. A school needs to have high expectations of children and develop their attitudes of self-belief through appropriate challenges. The school should celebrate and value diversity, using PSHE and religious education lessons to make children aware.
Racial Equality: A Raisin in the Sun In the 1950’s racial discrimination was a huge factor in the lives of African Americans. Lorraine Hansberry’s book, “A Raisin in the Sun,” helps people imagine the struggles that a standard African American family would have to endure. In the novel, the Younger family has poor housing conditions, badly paying jobs, and have given up hope of ever escaping their circumstances.