E214

ETMA04 Thinking Critically This essay will examine five ways of identifying a setting as inclusive. I work as a Pupil Support Assistant in a primary school and I have a son on the autistic spectrum. I will reflect on my life experiences and the course material within this essay and how this has influenced my understanding of inclusion. Inclusion is about belonging, being happy and feeling valued within school and wider community, regardless of age, ability, ethnicity or social background. The settings should be demonstrating the rights model “social justice is frequently identified and the key driver for inclusive education” Thomas and Vaughan quoted in (E214, Unit 1, p.14). I also believe good inclusive practise should demonstrate the social model, “it is society, not a person’s impairment that is seen as disabling and by disabling barriers that are attitudinal, environmental and structural, we should have a more inclusive society. “(E214, Unit 3, p. 104). The five criteria I have chosen for identifying a setting as inclusive are as follows:- 1. Differentiation Differentiation relates to the strategies used by teachers to plan for pupils of differing needs within the same class or group. There are both positive examples of these allowing pupils to be more inclusive and negative within the settings on the (E214 DVD 2). The head teacher from Bannockburn high school believes “Inclusion means trying to provide a curriculum structure, or an educational provision that will meet all of their needs” Gregor a pupil at Bannock burn is described as having a disability. His mother has seen a big difference in his confidence recently. The teacher discussed how “we would just adapt his work; they would always do the same sort of work”. His mother has also observed “he’s improving this year, in primary he was given separate, which he didn’t like”. This a positive example where by removing barriers to Gregor's learning and adapting his work he feels more part of class more included and not different and the result is a more confident learner. Scott another pupil has a positive experience at the school he says “I’ve been included in experiments”. I felt he could have been more included and the lesson adapted by being within a group of children and the discussion with them rather than his teaching assistant. Tony Bowers (1997) looked at how children perceived learning assistants, “support can recreate barriers to inclusion” (E214, Unit 14, p.307). A teacher at Aspen 2 comments “I follow the curriculum from the main school, and how she “has adapted it to differentiate from the different children’s needs some other things I have to vary because it doesn’t work with all our children”. The head teacher explains the Gold Curriculum in the main school is accessed by the children who are struggling in the main stream school and some of the students from Aspen 2 are included in this curriculum. Looking at Aspen the teachers have adapted the curriculum and looked at ways of ensuring inclusion but staff still feel certain children cannot access the mainstream school in particular the “PMLD group” as discussed by Mary Fellows a teaching assistant. Willingdon a school for the deaf do not appear to have these beliefs and Mary Taylor teaching assistant says “the children have other problems and so my role is interpreting the mainstream lesson at their level “at Willingdon. (E214, DVD2) Differentiation is one important factor to a school becoming inclusive, if all students with mixed abilities can be in the same lesson doing the same work which has been adapted in some shape or form especially for them, they couldn’t be getting any better education. David Skidmore strengthens my claim he identifies the discourse of inclusion when looking at teaching and the curriculum in table 14.1 an area of differentiation identified is “support for learning should seek to reform curriculum and develop pedagogy across the school (E214, unit 14, p.283/284) 2. Senior Management Team school and community ethos Within a school the senior management team will have responsibility for ensuring good practice and inclusions within a setting in most cases the head teacher, (E214, Unit 10,p.121) “the part played by a head teacher in an inclusive school is vital in terms of leadership”. I work in a school in Scotland and the management team should be applying policies that the Scottish Government wishes to see Education (Additional Support for Learning) (Scotland) Act 2004, (E214, Unit 12, p.227) (Appendix 1). This should mean policies in schools should demonstrate the school is prepared to work in partnerships with parents and other agencies for all children of all needs and abilities, different cultures and embrace diversity, to reach their full potential. The management team should ensure they involve parents more in decisions with their children which means a more inclusive partnership with communities and outside agencies e.g. Physiotherapists, occupational and speech therapists a collaboration of expertise. As highlighted in (E214, Unit 12, and p.228)” multi-agency planning was beginning to have a positive effect on some of the children” This attitude has to be embraced throughout the staff as each member has a vital role to play in giving pupils the support needed to achieve their potential in their environment. ”. At Bannockburn the head teacher says “young peoples’ voice is important “when talking about the pupil council. It could have been improved if Scott a pupil with a disability at the school was on the council voicing the opinions for the children with a disability. Pen Green and Deri View and the acorn Centre settings in the DVD demonstrated they seen it vital to work in partnership with parents, communities and outside agencies and were committed to improving these relationships. At Pen Green, Donna the Community Education Manager says “Pen Green’s unique as it grew out of a community and planned by the community” (E214, DVD2.).Deri View and The Acorn Centre work well in partnership with outside agencies and the community Sharon Phillips a teacher says “the children benefit enormously if their parents are involved ,it gives them a sense of belonging”, (E214, Unit 11, p.176).All of this is beneficial to the children and adults being more valued and included in society. Maggie Teagues head teacher at Deri View comments “70% of our pupil’s parents were unemployed this has gone down to 30 and 40%. I am certain the school has an impact, because of the number of parents who have started with us through Family learning are now in employment”. This ethos and community clearly demonstrates a more inclusive society and one which is more valued and respected. 3. Environmental Factors The school and community buildings any child or adult attend for their education should ensure they have looked at physical barriers are removed to ensure they are participating as fully as possible. The Education (Disability Strategies and Pupils' Educational Records) (Scotland) Act 2002 places a duty on education authorities, to prepare a strategy to increase, over time, the physical accessibility of the school environment and the accessibility of the curriculum for pupils with disabilities” (Appendix 1) Looking at children like Tommy who speak in the DVD this certainly helps the self esteem of the children in the Aspen unit as he says “in the future I hope I can get more main-school education and be the, hopefully, the cleverest man in the world.” This also says to me he doesn’t feel so clever and possibly different in the Aspen 2 unit and he should feel valued wherever he is taught. Udvari-Solner and Thousand (1995) describe a model for inclusive classroom practice item 6 says “can changes in the classroom environment or location facilitate participation” (E214, Unit 14, p.290). Having worked with several autistic children myself simple a change seating the child closer to the teacher working in a smaller group within the main class has reduced barriers to the child’s learning and ensured inclusiveness. Scott a pupil at Bannockburn in a wheelchair had a choice of two schools of Bannockburn “the whole access and layout of the place” which led to him going there. The other school could have been closer to his home but didn’t offer him the environment he required. Aspen 2 is a unit for special needs children as identified in (E214, Unit 14, p.312) it discusses “the lack of wheelchair access to classrooms in the new building”. Why would any new buildings not have access for wheelchairs' Caroline Neal an OT at Acorn a modern building says “the space is fantastic, the children in wheelchairs I can now help them build up their independence in mobilising themselves along the corridor” this helps the children’s confidence and self esteem (E214, Unit14, p.178) The school I last worked in was opened in 1951 and has no wheelchair access move forward almost 60 years with changing attitudes and legislation to 2010 when the school I am transferring to after the summer holidays, was built, a special needs school within a mainstream school(Appendix 2). The environment has been laid out and presented with children and adults with special needs in mind to ensure their complete inclusion to the setting. 4. Training and education Appropriate training will enable staff to support, identify and meet a child’s individual needs. From the outset of the training, teachers can come to fully understand the range of barriers to learning and how to promote curriculum, (E214, Unit 10, p.125) states “training teachers to work inclusively means providing them with experiences that assist them”. Reflecting on this I would say when teachers have placements at least one of these should be with a group of children with special needs, English as a second language in order for teachers of the future to really understand and experience how to include all children within their lessons. At Aspen 2 Jayne Mangili states “she has done years of training,” Looking at the online Unit 14 reading, Richard Rieser “QCDA Qualification and Curriculum Development Authority. This disability equality material is designed to help primary and secondary teachers to embed teaching and learning about disability equality positively in their practice and planning of the curriculum.” This type of information should be o be shared during in-service CPD days at school. Lynne Mills a teaching assistant at Aspen 2 says in the last 8 years I have had to do a lot more training”, this is to ensure the inclusion of the pupils she works with. I personally have gone on a lot of training courses through my job as a Pupil Support Assistant and these have been invaluable to me supporting the children I work with in a more inclusive professional manner. Educating the children without disabilities is important too Suzanne a pupil at Aspen main school says “I come down to the Aspen unit to play with the Aspens ‘cos I feel sorry for them” The school should be educating the children perhaps through assembly or class lessons celebrating the positive achievements the children with disabilities have achieved no matter how small. 5. Resources Schools have to receive the funding and resources to make their setting more inclusive. When you look at the settings in the E214, DVD 2 Willingdon has specialised staff to ensure the inclusiveness of the children who are deaf. The children in the Aspen 2 unit described as the PMLD group needed more support to ensure their inclusion. All the equipment that is required for children with disabilities that aids their inclusion in lessons laptops, specialised OT equipment for writing this requires money from the Local Authority ( E214,Unit 12, p.209), discusses “the mechanisms that local authorities use to distribute their resources can have an impact on the development of inclusive practices”. More teachers with disabilities should be recruited and trained I think this would be a positive role model and lead to better understanding of disability, (E214,Unit 14, p 312) identifies “teachers with impairments can be the best resource a school can have”. As discussed in E214, unit 12 the ways in which children are identified as having needs vary and this is described as a postcode lottery p.208 states “we met some of the happiest parents in the country and the angriest”. My concerns in the current economic climate will these resources be cut back resulting in children not having the inclusive education they deserve. In conclusion I believe that a school can only be considered inclusive when positive attitudes, free and effective communication, accessibility of setting, effective management and ethos, thriving teaching, training, resources and learning are in place. Even then, there will still factors that create barriers. Working together in a partnership of equals with children, parents and professionals will move towards making full inclusion and equality a reality. Word count: 2059 Appendix 1 I have made reference in criteria headed School management and community ethos to Education (Additional Support for Learning) (Scotland) Act 2004, detailed below ref website http://www.scotland.gov.uk/Publications/2009/11/03140104/12 The Education (Additional Support for Learning) (Scotland) Acts 2004 & 2009: Consultation on Changes to the Secondary Legislation and Supporting Children's Learning Code of Practice Also in Environmental criteria referred to the following act The Education (Disability Strategies and Pupils' Educational Records) (Scotland) Act 2002 places a duty on education authorities, managers of grant-aided schools and the owners of independent schools to prepare a strategy to increase, over time, the physical accessibility of the school environment and the accessibility of the curriculum for pupils with disabilities and prospective pupils with disabilities. The strategy must also provide for the improvement of communication with pupils with disabilities, especially in relation to the provision of school information. Potential impact of a parent's ill health on their child. Appendix 2 I referred to two primary schools in my essay Tullos Primary school and Mile end Primary if you look at http://www.tullosprimary.aberdeen.sch.uk and http://www.mileend.aberdeen.sch.uk/. You can see the two schools I am talking about. I worked at Tullos Primary school for the last two years and due to cut backs I am being transferred to Mile End Primary School. However I see this move as positive as I will be working with children with a variety of disabilities and where my interest lies. It will also compliment what I am studying. References The Open University (2010) E214 Equality, participation and inclusion: Learning from each other, “Aspen, DVD2, Views, Milton Keynes, The Open University. The Open University (2010) E214 Equality, participation and inclusion: Learning from each other, “Bannockburn, DVD2, Views,” Milton Keynes, The Open University. The Open University (2010) E214 Equality, participation and inclusion: Learning from each other “Deriview and the Acorn Centre, DVD2, Views”, Milton Keynes, The Open University. The Open University (2010) E214 Equality, participation and inclusion: Learning from each other “Willingdon, DVD2, Views”, Milton Keynes, The Open University. Education (Additional Support for Learning) (Scotland) Act 2004, available from website http://www.scotland.gov.uk/Publications/2009/11/03140104/12 Tullos Primary School information available from http://www.tullosprimary.aberdeen.sch.uk Mile End Primary School information available from http://www.mileend.aberdeen.sch.uk/