E243

TMA 02 Responding to a scenario My chosen option for this TMA is option 3. I will include footnotes that will provide brief critical discussions and evidence relevant to my own understanding and learning. Studying units 5 – 8 has enabled me to become more reflective in my own working practice and also conformed my commitment to inclusiveness. I have looked at the perspectives, practice, interpretations and definitions in a different ways. The 'Bangabandhu Inclusion Policy' (E243 unit 5 p22) in parts encapsulates the way forward in inclusive practice. 'We believe developing an inclusive approach to all aspects of school life can act as a pathway towards inclusion in the wider community' A local radio station are holding an 'eduction phone-in'. As my role as a teaching assistant in a local school. My school has very strong inclusive ethos and this has given me the insight on inclusion. I have been involved in my school in many positive experiences linked to inclusion.1 Thinking of the school where I work I was asked to discuss and describe 'Inclusive education'. I stared by explaining how important it was to me, and went on to explain about how I worked in an multi cultural community: with children from many different ethnic backgrounds attending my school. I wanted to stress examples of day-to-day practice in my setting that were around Inclusive Practice. I thought it was important to make the listeners aware that being inclusive is not just about children receiving a balanced education.2 It is also about children with learning difficulties, high achievers, children with behavioral problems and cultural differences, as well as children with disabilities. I went on to talk to listeners about a video I had recently viewed on a training course I completed, This video highlighting a school named 'Bangabandhu School' this means the meaning of 'friend of Bengal'. The school was an inclusive school and was based in London. I went on to explain how the school strived to make sure that their inclusive practice was good for all of the children that attended the school, whether they had special needs or not. In the video it could be seen how the staff and pupils had very close working relationships and they always worked together to create and promote positive inclusive ethos that didn't just benefit themselves but benefited people in the community around them. It was ensured that whatever a child individual needs, they had the right to attend the 'Bangabandhu School'. I then went on to explain to there listeners the many similarities between the Banganbandhu school and the setting in which I work, I discussed my knowledge and how I had gained that knowledge; the government has started within its publication ' removing barriers to achievement' that local children should attend main stream schools where possible.3 I then added many academics who argue how to ensure our children benefit from these rights: 1 should they move the mechanics of a specialist school into a mainstream or do we evolve our current mainstream teachers by adjusting their practice.3 a I wanted to make it clear to listeners that we, as a school believe, as the Bangabandhu school did, that children will thrive socially, educationally and emotionally in any inclusive setting. I stresses the fact that it is very important that practitioners ensure children are feeling safe and secure at all times also valued, Negative images are dispelling and we display positive role models, also display their work and encourage the whole class to take part in activities given lots of praise, this makes the children feel part of the school but also feel wanted. I next went on to talk about the listeners about a teacher called 'Julie' . Juile is a secondary school teacher, involved in a research project that looks at alternative models of teaching practice. Julie's working practice is similar to that of Bangabandu school, a school rich in diversity with confident and secure pupils. 4 Julie adapted the curriculum to meet the needs of the children, this enabled her to promote self-esteem by making sure all the children in her class were included in the lessons, giving each child the same tasks. By Julie doing this process and change it enabled her to promote inclusiveness in her setting. 5 To end this part of the discussion I reminded listeners that inclusive practice is always an ongoing development and as a school we review our practice,and build on it. We correct any mistakes we makes, by learning from them.6 A school boy named Sam aged 14 years, had called in to add his views to the discussion. I asked Sam to explain what inclusive practices were apparent in his school. Sam has very strong feelings about exclusions and been undervalued in the school, due to some pupils underachieving in exams. He stated that there was children in his class that got 'Special Help' and he felt this stopped others from achieving as well as they could. I asked Sam if their were any teaching assistants in his school and he said yes their were, they are always there , but only helped others if the children they worked with went out of class. 7 Sam went on to say he has seen a programme that has argued that those who were not going to do well were in face holding other children back who might do well. Sam also mentioned that he thought the schools reputation would suffer because of children with Special educational needs (SEN) I was reminded of something I had read which demonstrated that inclusion should be seen as a path towards a schools development, meaning that the educational growth on success of a school is boosted by them moving forward in inclusive practice. I then reassured Sam that my school has improved through their continuous development of inclusion and practices had been developed that have benefited all .8children throughout the school 2 , not just the children with special needs. We talked about experts in the field of inclusive practice, and how they all had different views and feelings, but ultimately they feel that the development of improvement discourse with create successful ethos, helping most people to succeed. Sam went on to identify differentiation within the classroom by talking about some of his fellow pupils been set different work to do, he also added that one of his teachers had changed around the classroom to enable a wheelchair user get around. I pointed out that these activities were all inclusive practice that he had described, I don't think Sam was aware that the practices he was describing were inclusive. Sam mentioned earlier about getting help from the teaching assistants when their children had left the class, I went on to as Sam if he thought these children needed the extra support , he replied 'Yes' we talked about if he thought the children would prefer being in class rather than placed in a special school, he talked about them both having lots of friends. I explained that inclusive education all the pupils at my school receive, I explained about our open door policy for all the teaching staff and emphasized the importance of our school council, that gives children a voice. We talked about how in my school we constantly thrive to remove the barriers to social and physical inclusion.9 I think the biggest Turing point for Sam was our discussion we had on the rights of his friends, to an inclusive education, their rights to mixing with other children of different abilities. I made it clear that all children will benefit from being together in work and play and eventually this acceptance for eachother will go out into the community asked Sam how he felt now after our discussion on the issues he had argued. He agreed that his friends had the right to be in the classroom and agreed that their were some inclusive practices occurring within his classroom and the school. I encouraged Sam to discuss his thoughts with teachers at his school. Sam defiantly left the conversation we had more positive than he was at the start. The education phone-in came to an end, I felt happy and sure of my own words that inclusion is an on-going process which needs updated constantly and it continually evolves. Whilst working through units 5-8 I have constantly been reflecting on my own personal practice, I have taken on board the perspectives presented within the course materials , however my own thoughts on inclusive proactive haven't changed much. I will continue to listen to other points of view and acknowledge any differences rather than ignore them. Word count – 1758 (including footnotes). 3