E214

Since I started my E214 I have gained so much knowledge, ideas and my original perceptions have been changed. Throughout the course through the DVD, course materials and Digital Audio File (E214, DAF) I was able to understand and learn new things that I have not heard or read before. The points that I have chosen to talk about have been closely looked at and explain the issues covered my views on different concerns that have been mentioned throughout the course made my knowledge extended. Through the digital audio file(E214 DAF) I was able to compare myself with the other professionals. The first main issue that I picked up from the different views are about extra classroom support by the participants. In Aspen2 we could see that Hamilton says (E214, DAF) ‘I have palled them up with other students, so we have got like a learning partner’ here we could see that paring has been done at the head teacher’s discretions not according to the children’s wish. In E214 Unit 8(p.15) ‘Listening to children’s voices means hearing what they tell us about their views and experiences’. But here the children are forced to do things rather than being listened to or their views are not accepted and their rights are being rejected and ignored. Next we could see that Head of Aspen 2 views that ‘buddy’ system is an effective teaching method for everyone. I think a group lesson or a group activity would be a more appropriate because many would be contributing their ideas and there will be a happy environment. Aspen (E214, DVD) this has a positive effect on the children socially because they can make friends and are accepted by the other children. But Hilton states that ‘it would not necessarily be easy because they are , you know, there will always be the ones who are on the edge of the class, who, always being taken out of the class for extra tuition’.(E214,DVD). I do not agree with this because Learning Support Assistants are there to support and they could have the less able ones with the able in groups. But here we could see the Charity/ Tragic model. In E214 (Unit 2, p.52) we can see that ‘This position children as tragic figures’. In my point of view pupils from mainstream school are not trained to teach the Aspen unit children, secondly they will be held back in their education and thirdly the head teacher’s view of ‘buddying system’ is not that effective teaching method. Because some children do not like buddies. In TMA 5 while interviewing my friend’s daughter I realised that children when they grow up they do not like any one supporting them when they are not in need. Most of the interview was based on buddying system. In TMA5 when I interviewed the partly deaf girl she strongly opposed the buddying system. From her view I understood that Learning Support Assistant was not only a person who supported her in the classroom but also helped to move around the class whereas the partly deaf girl could manage herself without any help. . Tony Bowers (1997) in (E214, Unit 14, p.307) looked at how children perceived learning support assistants, “support can recreate barriers to inclusion”. This made me strongly opposed to the buddying system which is just a financial support to a Learning Support Assistant. When I look from a distance Learning Support Assistant’s role is valuable in a mainstream school, but according to the experience of my interviewee it was not. The socialising aspect with other children was restricted even though she had a friend coming around to take her to play. So from this we could see the necessity of stability between the professionals and socialising with peers also important for a happy environment. . Another model I see is the deficit model, in E214 (DAF) there was an issue about the curriculum. The participants were talking about so many things example, favouritism, exams, and overall achievements etc. We can see the attitudes of two different people one is Mangali and the other one is Hamilton. Mangali was concerned about the pupil’s achievement when she worked hard with him to entre for an exam; on the other hand Hamilton was concerned about the school’s name and staff. Hamilton does not like the fact that Aspen 2 unit’s results have been included with the mainstream school’s overall results. Here Haynes (2011) says ‘this seems exclusive not inclusive’ as he goes on he says ‘exclusivity will have the mainstream pupils in the same class as the Aspen pupils, with adequate resources, teacher training and realistic class sizes. This is the true model of an inclusive class’. In my point of view if exams are to be conducted it should be to the level standards of the children. E214 (Unit2, p.75) tells us about the different exams to suit the abilities of the children. For example ‘eleven plus’, ‘grammar school’, ‘Technical college’ etc. Even though the school policy concerning the exams is included in the curriculum it should suit the ability of each child, which is inclusion. If it is going to offer different experiences to some children from the other it is not inclusion but exclusion. According to OFSTED report 2004 in many mainstream schools still do not have the necessary skills to, experience or resources to effectively provide for children with special educational needs. In this case when OFSTED determine the standard of schools education the exam is not an important fact. As it said in the Digital Audio File ‘favouritism’, being ‘othered’ and ‘marginalisation’ are some perpetuating notions of difference. As I mentioned before Hamilton did not like the fact of including Aspen unit’s results with the mainstream as her highly standard school is being considered as lower achieved school. Here every child matter is not implemented i.e. the children are being othered by the results. In E214 Unit 17 states that ‘The experience of being othered can reinforce a sense of isolation and marginalisation and perpetuate notions of difference’ (p.72). We can make parent partnership programmes to make them feel more valued and meaningful. Then they will be more involved in their child’s learning. We could introduce more professionals, multi-agency working and some useful courses for the parents to get involved in the school in life of their children. In E214 Unit 23 we see about the new technologies and the responsive environment (p.352) shows us how teachers and the children are working together. Greg Kearsley (2000) says about the inclusive education and learning in general. In this way we can introduce the parents about the other professionals, teachers a forum or news letters or bulletin to see a schools achievement. Not only the achievements but also the extra-curricular activities, news of the week in schools, and the information for each class. Now a days it is obvious that without technology nothing can be done as stated in E214(Unit 23,p.351) ‘ The key for the future, as it was for the past is to exploit the available technologies in ways that continue to participatory’. To know about a school, parents can be introduced to see the OFSTED reports online Another model we see is social model. As we see in the TMA 4 another need for inclusion is parent partnership. In E214 we read ‘Encouraging open, friendly relationships are the key to all inclusive practice’. This could be driven when there is a friendly atmosphere among the parents whether they are new or old. The situation like bullying, disabling barriers, and attitudinal barriers can be overcome. Then we would be able to have a more inclusive society. (E214, Unit3, p.104). This changes the negative relationships about the school and the children and gives positive relationships learning could be taken place effectively. As Dorries and Haller (2001) stated ‘Parents of non-disabled children have long been concerned that children with more severe disabilities, such as autism, can be disruptive to their children’s education’ (Unit 14, p.170). So an early parent partnership would help to put away these misunderstandings. When I watched the DVD it has been demonstrated how Pen Green and Deri View and Acorn settings are working partnership with parents, communities and outside agencies. At Pen Green Donna the Community Education Manager says “Pen Green is unique as it grew out of a community and planned by the community” (E214, DVD). So it made me see the value and the benefit of working together. The Head Teacher of Deri view comments “70%of our pupils’ parents’ unemployment have been gone down to 30-40%. 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 demonstrates a more inclusive community. In (e214, DAF) Mangali says that “I think the more we work with the community the children will have more opportunities at a later date’’ (E214, DAF). The visit to the exhibition at the discovery centre made aware of the community about the future job opportunities of the children. Next I would like to consider the multiagency working within the school and community. In E214 Bishop (2000) states that ‘School buildings can nurture participation by opening up opportunities for multi- agency working and community enrichment’ (Unit 13, p.261). The important factor of inclusion as professionals working together can share information to support the child in different ways. A school or a setting can be a place where professionals can hold meetings or conferences, workshops, meetings to the pregnant women i.e. mid wife talk and community can do the fundraising programmes, and fitness classes’ etc. This brings the people from the community into the school to see what children are doing and the appreciation goes back into the community and school gets the fame. Another model that I am going to talk about is the medical model. For example, mum of Gregor a disabled child in Bannock burn said that “he is improving this year, in primary he was given separate which he did not like”. Because he does the same sort of work like the other children in the mainstream school he is happy’ this is inclusion. When equal opportunities are given to the children whether they are able or less able they will be proud of themselves. In Aspen 2 unit and the mainstream school children all benefit from each other and learn from each other. Hamilton’s buddying teaching system gives each other an understanding between them. In DAF there was an issue about the disability due to lack of training and knowledge about them. The teachers were reluctant about the disability children so they needed the support of the Learning Support assistant. In the mainstream school the children grow up with disability children so they learn about disability and have a positive attitude towards them. E214 (DAF) Mangali in Aspen unit she says that ‘a lot of people struggle with it or have had issues with it, but I did not because I have been brought up on disability, with family in that position’. As said before ‘inclusion is not only attending a mainstream school but also the quality of experience within the school’ (Rustemier, 2002). In my setting also we have disabled children not wheeled chair but I feel that other children do not let those children down. They do not show the difference. It is a challenging job as a key worker to work with diverse range of children. To overcome the uncertainty or barriers of teaching the special educational needs or less abled children, teachers could attend Special Educational Needs meetings or visit a Special Education Needs school and learn about the methods, resources, and share their thoughts. E214 (Unit 10,p.147) states that ‘It comes as no surprise that professionals are more effective and enthusiastic about inclusion when there is good team work and communication’. Here I think Hamilton is in need more of multiagency working, staff training, financial support for the Leaning Support Assistants then she would be confident in teaching the range of pupils who attend the setting. So since I started my course I could clearly say that my views are changed a lot. I believe with these five factors each child can be included. And each factor supports another. Access can be supported by the Learning Support Assistant, who can be supported by the other professionals, some from the local community and also in the setting. Teachers are supported by the parents who are outside the school and the multi- agency. Lastly I also believe that 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). So inclusion is about belonging, being happy and feeling valued within school and wider community, regardless of age, ability, ethnicity or social background. From the above points I can say that everyone has different views about everything. So there is no right and wrong. When comes to inclusion I think the above points have to be accepted and included. During this course the challenges made me think in different point of views and perspectives. References: Dorries, B.and Haller, B.(2001) ‘The news inclusive education: a narrative analysis’ in Rix, J., Nind, M., K,. Simmons, K. and Walsh, C. Equality, participation and inclusion 1: Diverse Perspectives, London Routledge, Taylor& Francis/ Milton Keynes, The Open University (Reader 1). Haynes, E. (23 September 2011) ‘Aspen is not inclusive!’, E214 Open Exchange posting. Teague, M.(2010) ‘A personal perspective : developing a partnership approach at Deri View Primary school and Acorn Integrated Children’s Centre’ in Rix, J., Nind, M., K,. Simmons, K. and Walsh, C. Equality, participation and inclusion 2: Diverse Perspectives, London Routledge, Taylor& Francis/ Milton Keynes, The Open University (Reader 2). The Open University (2010) E214 Equality, participation and inclusion : Learning from each other “Deri view and the Acorn Centre, DVD 2, views” Milton Keynes, The Open University. The Open University (2010) E214 Equality, participation and inclusion : Learning from each other “Bannockburn, DVD 2, views” Milton Keynes, The Open University The Open University (2010) E214 Equality, participation and inclusion : Learning from each other “Aspen, DVD 2, views” Milton Keynes, The Open University. The Open University (2010) E214 Equality, participation and inclusion: Learning from each other, Digital Audio File 4’, Milton Keynes, The Open University.