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.
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
It is critical that observations be free of bias and objective, a skill that needs to be developed and can be a challenge for some teachers. • How do you use the results of the assessment? Repetition and multiple opportunities for learning are important for all children, so offering different activities for learning concepts and skills benefit all children, there is no negative impact when providing activities that support skills repeatedly. • What is the biggest challenge of assessing an infant or
This is needed in a class to ensure an equal opportunity to succeed is possible for every student. When a class is fair, students are more motivated to learn making success a more sustainable goal. Equality in a classroom means that all students have access to the same resources. All students have a desk, textbooks, the ability for ask for help, etc. In Mrs. S’s 1st grade STEM class, she has a white board that students write their name on when they have to go to the restroom(3.1.1).
Task 1 When working within schools it is very important that you promote equality and diversity. You will have children with many different background for example their relgion or home life.It is becoming more aware that children are coming from families wih the same sex parents Schools are always open to children that are ELG as this is just their back ground children might speak English at school however might speak a different language at home. The most important thing in schools to get across is that they are welcome into school hat ever their background. They are many different legislation and policy that are in place to promote equality and diversity. Below I will be listing the current ones.
Education is a tool for National Development and a means for the acquisition of skills, physical /social abilities and competencies necessary for producing an egalitarian society (National Policy on Education, 2004). Inclusive Education has been posited as the only means of ensuring that the goal of free and qualitative education for children with disabilities as stipulated in Article 24 of the UNCRPD is accomplished. This brief aims to sensitize the general public, policymakers and stakeholders in Delta State on the need for inclusive education in mainstream public and private schools. Introduction The goal of inclusive education is to ensure that all children (with or without disabilities) learn together in regular schools, colleges and universities
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
Equality can be defined as ‘equality of condition’ which is a belief that an individual should be as equal as possible in relation to the conditions in which they live and ensuring that everyone has equal prospects for a good life. Some of the main dimensions of equality include love, power, solidarity, care and respect. There have been number of equality problems in education. According to Connell (1993) power and status have been identified as debates in equality of education along with the failure of education strategies for the support of socio-economic equality in different countries (Breen, Heath and Whelan, 1999;Clancy, 2001; Erikson and Jonsson, 1996, Euriat and Thelot, 1995; Shavit and lossfeld,
According to UNESCO (1994) the most effective way of eliminating discrimination, attitudes, building an inclusive society, and inclusive education is to build an inclusive orientated schools. Transformative leaders will consider diversity and will look to appoint leaders as part of leadership team from diverse backgrounds and will look to have male and female
As educators we have to be familiar with this in order to create equal education opportunities for everyone. While multiculturalism is valid everywhere, multicultural education beings in schools, which ultimately reflect the community and society as well. To simplify multicultural education, Banks split it into five dimensions, which are Content Integration, Knowledge Construction, Equity Pedagogy, Prejudice Reduction, and Empowering School Culture and Social Structure. All these dimensions combine to create a more harmonious society (Banks & Banks, 1997). The overall goal of multiculturalism and multicultural education is to create educational opportunities for students from diverse racial, ethnic, and cultural backgrounds while encouraging students from those diverse groups to create a respectful and civil community that works for everyone.
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. The school must work to include all children in the main activities in the class where ever possible and encourage the participation of all pupils in the curriculum and school life. Ensure that all pupils are encouraged to achieve to their full potential by affording them appropriate degrees of challenge and support.