阿德莱德代写assignment Inclusive Education And Peoples Opinions And Solutions

CONCLUSION

In review of the wide-spread research in inclusive education, the concept of inclusion is not a marginal add-on to education; it is fundamental to the formation and success of our education system. Inclusion does not exclusively focus on pupils with ASN but affects all learners. An ‘inclusive school’ will promote an ethos and culture based on equity, entitlement, school community, participation, integration and respect for diversity. Inclusive teaching practice should aim to cater for the individual needs of all learners to enable them to reach their fullest potential.

One of the on-going challenges surrounding inclusion is meeting the needs of all learners. With teacher time constraints and resources pushed to a maximum and disruptive behaviour an ongoing issue; it raises the question; will teachers and schools be able to support the needs of all learners?

In times of austerity; inevitable budget cuts will put pressure on attaining inclusion in schools. Impending funding cuts to teachers CPD and an increase in probationary hours may risk the quality of teaching and most worryingly the health and safety of teachers?

As a beginning teacher, the responsibilities of catering for the needs of all learners will be a challenge, especially when faced with other issues, such as disruptive behaviour, limited resources and an increase in probationary contact time. To manage the challenges surrounding inclusion, I will have to rely on guidance and support provided from colleagues, my professional development and limited school resources.

WORD COUNT: 3,229

REFERENCE LIST:

Barber, M. (1996) The Learning Game. London: Indigo.

Bishop, A. and Swain, J. (2000) The Bread, The Jam and Some Coffee in The Morning: Perceptions of a Nurture Group, Emotional and Behavioural Difficulties, 5 (3), pp. 18-24

Booth, T. and Ainscow, M. (1998) From them to Us – An International Study of Inclusion in Education. London: Routledge. Chapter 1.

Buie, E. (2010) Fears for teacher jobs as Glasgow threatens to break ranks on budget. Retrieved 15 November, 2010 from TES: http://www.tes.co.uk/article.aspx?storycode=6064294

Bunch, G. and Valeo, A. (2004) Student attitudes toward peers with disabilities in inclusive and special education schools. Disability & Society. Vol. 19. No. 1. pp.61-76.

Centre for Studies on Inclusive Education (n.d) Inclusion Why? Retrieved 15 November, 2010 from the CSIR: http://www.csie.org.uk/inclusion/why.shtml

Cigman, R. (2007) A Question of Universality: Inclusive Education and the Principle of Respect, Journal of Philosophy of Education, 41 (4), pp. 775-793.

Dyson, A., Farrell, P., Polat, F., and Hutcheson, G., and Gallannaugh, F. (2004) Inclusion and Pupil Achievement. Research Report RR578. ISBN 1 84478 319 7.

Hamill, P. (2008) Challenging behaviour – understanding and responding. A teacher’s guide from Primary to Secondary. Hodder Gibson.

Hamill, P. and Boyd, B. (2000) Striving for inclusion. Glasgow: University of Strathclyde.

Hamill, P. and Boyd, B. (2003) Inclusion: Principle into practice. Glasgow: University of Strathclyde.

Hayden, C. (2000). Exclusion from school in England: the generation and maintenance of social exclusion. In: Walraven G, Parsons C, van Veen D and Day C (eds) (2000) Combating Social Exclusion through Education: Laissez-faire, Authoritarianism or Third Way? (pp. 69-82) Leuven: Garant Publishers & EERA.

HMIE (2002) Count Us In – Achieving inclusion in Scottish schools. A report by HM Inspectorate of Education. ISBN 0 – 7 0 5 3 – 1 0 1 8 – 3.

HMIE (2008) Inclusion Reference Manual. Internet Version 1: for SMG.

Mackenzie, J. (2008) Disaffection from schooling. (pp. 763-782) In Bryce, T., G., K., and Humes, W., M. Scottish education, beyond devolution. (third edition). Edinburgh University Press.

Mittler, P. (2000) Working towards inclusive education: social contexts. London: David Fulton.

Learning Teaching Scotland (n.d.) Understanding the Curriculum for Excellence. Retrieved 15 November, 2010 from LTS: http://www.ltscotland.org.uk/understandingthecurriculum/index.asp

Oliver, M. (1995) Does special education have a role to play in the 21st century? in Thomas, G. and Vaughan, M. Inclusive Education Readings and Reflections. (pp. 111-117) Maidenhead: Open University Press.

Paterson, L. (1992) social class in education. In S. Brown and S. Riddell (eds) (1992) Class, race and gender in school. A new agenda for policy and practice in Scottish education. Edinburgh Scottish Council for Research in Education.

Rustemier, S. (2002) Social and Educational Justice – The Human Rights Framework for Inclusion. Bristol: CSIE.

Scottish Government (2003) National Priorities in Education Performance Report 2003. ISBN 0755908961. Edinburgh, Scottish Government.

Scottish Government (2010a) Curriculum for Excellence Building the Curriculum 1 – the Contribution of Curriculum Areas a Guide to Developing Professional Practice. ISBN: 978-0-7559-9630-8. Edinburgh, Scottish Government.

Scottish Government (2010b) Curriculum for Excellence Building the Curriculum 3 – A Framework for Learning and Teaching ISBN: 978-0-7559-5711-8. Edinburgh, Scottish Government.

Scottish Government (2010c) School inclusion: additional support needs. High level summary of statistics. Retrieved 15 November, 2010 from the Scottish Government: http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/TrendSpecialEducation

Slee, Roger (2001) ‘Inclusion in Practice’: Does practice make perfect? Educational Review, Vol. 53, No. 2, pp. 113-123.