Music teachers must be completed within four days.
Issues in Supporting Inclusion in Primary School Introduction Inclusion in the educational system affirms the obligation for pupils with Special Educational Needs SEN to be educated alongside their peers in mainstream classes.
But inclusion of pupils with SEN in mainstream schools remains challenging even as the current climate and the future focus more on an inclusive culture.
Inclusive practice puts the onus on the mainstream teacher to provide an environment to cater for pupils of diverse abilities.
Even though the Department of Education and Science in Ireland DES recommends an inclusive system of education for pupils with SEN, many are still being withdrawn from their class for supplementary teaching. For pupils with SEN, ideally the provision of supplementary teaching is through in-class support where professional development is seen as prerequisite in helping teachers to effectively support pupils with SEN but teacher knowledge, expertise and training show great deficiencies and inadequacies.
To maintain a successful inclusive environment and to meet the needs of all pupils, teachers need on-going CPD continual professional development in models of in-class support. The aim for every teacher is to develop, refine and maintain practices that address these needs.
Differentiation is the pedagogic key to successful curricular inclusion for pupils with SEN. Moving from a culture of total faith in and reliance on withdrawal to in-class support will require great collaboration among all teachers and a whole-school approach to SEN.
This assignment deals with the issues and dilemmas associated with reaching the ideal of in-class support for learning with SEN in the mainstream primary classroom.
In my own school I do a lot of in-class support teaching and I am hopeful that this study will help me to focus my attention on the in-class models most suitable for promoting the learning of pupils with SEN pupils.
The overall aim of this study is to explore the issues associated with inclusion of pupils with SEN in mainstream classrooms, where inclusion focuses on in-class support as opposed to the more traditional and out-moded practice of withdrawal. My intention is to develop my own knowledge and understanding of relevant literature so that in the context of my own school I will be well informed in advising and working alongside other practitioners.
To address this aim I have set myself a number of questions, answers to which will inform policy and practice in my own school: What is the national, official policy on inclusion in Irish primary schools?
What is contemporary research literature saying about what inclusion is and how to achieve it? In particular, what counts as effective inclusion? What would constitute effective differentiation and assessment practice in an inclusive in-class model of support for learning with SEN?
What are the barriers for teachers in adopting effective inclusion practices in mainstream primary school classes? Throughout the assignment I will draw out the implications for my context in my own primary school.
Mindful of these questions I will begin by examining the development of inclusion in education in Ireland. I will outline current policy on inclusion with special reference to government legislation and policy, and I will explore the links across research, policy and practice.
Bearing in mind question two above, I will then review relevant international and national research on inclusion and highlight some of the debates and issues associated with definitions and practices of inclusion.
Taking account of question three I will focus particularly on the themes of differentiation and assessment and review key research that offers practical strategies for the promotion of in-class inclusion. Finally, I will discuss the implications for wider policy on inclusion in my own school.
Policy and Legislation Question 1 above When the first remedial teacher was appointed to an Irish primary school in there was no official national policy on remedial education.
These reports paved the way for the Education Act in requiring mainstream schools to identify and provide for pupils with SEN and requiring the Minister for Education and Science to provide both the appropriate support services and quality of education to people with disabilities or other SEN.
An objective of the Education Act p. In its definition of disability p. The Learning-Support Guidelines were developed in response to the findings and recommendations of the SRE report.
They set out the aims of learning support education and provided practical advice for schools on the organisation of a positive school environment for children with SEN. Griffin and Shevlinnote the significance of these developments in moulding the statutory structure of the EPSEN Act where and where the duties and responsibilities of school personnel and boards of management for SEN are outlined.
This act, which holds schools responsible for SEN provision and management through its outline of the roles and responsibilities of school personnel and management and rights of parents, is concerned with the formation and implementation of education plans for children with assessed SEN.
It set up an independent agency funded by the state, the National Council for Special Education NCSE whose function is to plan and co-ordinate the provision of support services to pupils for SEN using an inclusive approach to education.
As education policies worldwide focus on inclusion national developments in Ireland reacted and responded accordingly. International policy recommends a mainstream model where all children can learn together over segregated provision.
Space prevents a full discussion here but it is noteworthy that the most influential is the Salamanca Statement UNESCO, which advocated inclusion of all abilities. Subsequently, the Dakar Statement UNESCO, and the United Nations Convention on the Rights of the Persons with Disabilities UNtwo reports which have not been adopted in all countries along with many EU policy documents and OECD reports refer to the possibilities of including all learners in mainstream education providing education based on equality, citizenship and individual and societal well-being.
Drudy and Kinsella believe that, in response to international and European policies, Irish educational policy changed significantly in the legislative and policy framework for the education of children with SEN since the end of the s.In conclusion, a critical evaluation of inclusive practice for children with special educational needs in secondary mainstream schools has revealed that there are a number of strategies that can be employed – both at a policy level, and in classroom teaching practice that can contribute towards effective inclusive schooling.
An inclusive approach gives students opportunities to practice and evaluate their learning in different areas of the curriculum. Such approaches also induct students into the processes of assessment. Evaluation of aspects of inclusive learning.
Knowing the different aspects of inclusive learning is very helpful in teaching in general. It is essential to evaluate my learners to know their learning styles and learning profiles to enable me teach effectively and also promote inclusive e learning.
Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells ( p18), ensures that “[ ] all learners are entitled to be treated with respect and dignity.
Everyone is an individual, with different experiences, abilities and.
Unit 6 Curriculum Development for inclusive practice Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards.
Curriculum takes content and shapes it into a plan for effective teaching and learning. An inclusive approach gives students opportunities to practice and evaluate their learning in different areas of the curriculum.
Such approaches also induct students into the processes of assessment.