Anti-discrimination. Classroom assistants must not discriminate against any individual or group on the grounds of gender, racial origins, religion, cultural or social background, disability or sexual orientation. They must comply with legislation and school policies relating to discrimination and should practice and promote anti-discriminatory practices in all interactions with pupils and colleagues. Second framework is inclusion, this is similar to providing equal opportunity however is focuses more on including each individual pupil into the learning activity at present. Inclusion is key, by providing extra support all pupils have been advantage for learning, helping to build confidence, self-esteem and independence.
A recurring line that Cooper emphasizes throughout his work is that schools and teachers must maximize learning for all students. What is the purpose of differentiation if it is not to benefit the students potential for greatness? Cooper uses language for mixed readers, his content is either review for those who have heard this information before, but need a new perspective and those who are learning this material for the first time. He dissects differentiation into digestible parts, and key components. Mainly discussing and evaluating the three basis of differentiation: readiness, interest, and learning
To implement inclusive education, the goals of the policy should be effectively communicated to all members of the educational community. Educational leaders at all levels – national, regional, community, as well as organisational – have an essential role in translating and implementing policy that promotes quality in inclusive education. Policies that promote quality in inclusive education need to address attitudes towards learners with diverse needs, as well as propose action to meet their needs. Such policies: - Outline teacher, school/educational organization and support structure/service level responsibilities, as well as, - Outline the support and training that will be provided for all stakeholders in order for these responsibilities to be fulfilled. Policies for promoting inclusion and meeting individual learners’ needs within all educational sectors are ‘integrated’ across sectors and services.
11-12), the basic principle of the inclusive school is that learning should be done by all children together, if possible, in spite of any differences or difficulties may have. Inclusive schools have to know and act in response to the various needs of their students, accepting both different styles and rates of learning and ensuring quality education to all through suitable curriculum, organizational planning, teaching techniques and strategies, partnerships with their communities and resource use. There should be a continuum of support and services to match the continuum of special needs encountered in every
‘Having a voice, having a choice’. Children have the right to take part not only giving opinions but choosing their agenda and making their own decisions. Children and young people’s participation is to make sure that all views are heard and valued in the taking of decisions which affect them, to make sure they are supported in making positive contribution to their schools and local community. It is important to focus on all of the rules relating to child protection and safeguarding, confidentiality and data protection. It is important that all children and young people are involves ad take part in a wide range of decision making
It is vital to protect the rights of children’s with disabilities and these safeguards aid in doing so. Within them the rights and responsibilities of parents, children, agencies, and the school district, are outlined in detail. They protect children and families by making sure each component is explained within their native language and in their preferred mode of communication. They are also protected by making sure that parents are always well informed on what the school is proposing or refusing to do, as early as possible so that parents can participate in the school’s proposed actions or respond to its refusals. The procedural safeguards also lay out every procedure within special education, so that parents and the school district know exactly what steps must be taken.
One year a particular label seem more prevalent than any other times based on its popularity at the time. Parents, teachers, and community should take action and work diligently to see to it that all children are treated as an individual all with their own different needs, strengths, and unique qualities. Parents, as the voice for their children, play a crucial part in guiding and helping to insure that labels need never to define their child and make it a deciding factor to their education. Parents must do their own research as to what is best for that particular child and their situation. Parents and teachers must make it a point to always emphasize the child's abilities and strengths and grown on that, along with their disabilities.
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
The information collected has to be kept secure and make sure that the information is only used by right people. Disabilities Discrimination Act 1995 The act states school must make provisions for access for Pupils with disabilities and that schools must ensure that no pupils should be taken off from school due to disabilities. New schools must make provision in all areas for pupils with disabilities whereas existing schools make provision for children with disabilities by some modifications or alterations. SEN code of practice SEN code of practice act 2001 helps children with special educational needs to participate in full range of activities provided by the school setting. The intention of this act is to enable more pupils who have SEN be included successfully within mainstream education.
Children’s programs should be based on children’s needs as they are going to grow, develop and mature in educators’ care and planned programs. Therefore, this is essential for educators to define their philosophy in education. Equality and Diversity It is important that an educator must consider the individual differences and design curricula that suitable for every child. I believe that all children are individuals, unique in their abilities, from a wide diversity of backgrounds and cultures, and they also have the right to be treated with dignity and respect. Educators are observers and designers who have to observe children’s abilities, interests and learning styles for designing a curriculum that fulfill everyone’s needs.