Creating inclusive educational environments requires the implementation of effective policy and regulatory frameworks aimed at fostering equality, accessibility, and respect for students. These frameworks provide guidelines and standards to ensure that everyone, regardless of their background or abilities, has equal opportunities to access quality education. By adhering to these frameworks, educational institutions can create inclusive learning environments where every student can thrive and succeed. The Equality Act 2010 serves as a fundamental legislative framework for eliminating discrimination and promoting equality across all sectors, including education (Armstrong, Armstrong, & Barton, 2016). Every educational setting is required to …show more content…
This policy aims to create safe and supportive learning environments free from harassment, intimidation, and discrimination. Educational institutions must develop and implement comprehensive anti-bullying policies that address various forms of bullying, including verbal, physical, and cyberbullying. Anti-bullying policies promote a culture of respect and tolerance, emphasising the importance of promoting positive relationships and addressing conflicts constructively (Suleman & Movik, 2019). By enforcing anti-bullying policies, schools demonstrate their commitment to protecting the well-being and dignity of all students, regardless of their background or characteristics. In conclusion, policy and regulatory frameworks play a crucial role in promoting inclusive practice in education. The Equality Act 2010, 14-19 curriculum and qualifications reform, Ofsted inspections, Pearson regulations in further education, Universal Design for Learning (UDL), and the Anti-Bullying Policy are among the key frameworks that guide educational institutions in fostering equality, accessibility, and respect for diversity. By cohering these frameworks, schools can create inclusive learning environments where all students have equal opportunities to …show more content…
These frameworks maintain records of individuals involved in discriminatory behaviours, ensuring accountability and deterrence, and ultimately fostering a culture of inclusivity (Bradshaw, 2015). The possibility of being scrutinised by the criminal record bureau acts as a warning, urging practitioners to maintain diligence in upholding inclusivity standards. Consequently, conducting a Disclosure and Barring Service (DBS) check before hiring staff within educational settings becomes
‘Department for education advice preventing and tackling bullying (2013) ‘, advices that all the educational settings must prevent and respond to bullying.
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
The United States, New Zealand, and Italy all acknowledge and have moved forward with and inclusive education approach. It is a worldwide reaction to the belief that all children have the right to be educated. For instance, New Zealand’s education system has undergone a series of transformations over the past 20 years, which has included modifications to how schools and their students are funded and managed, and the responsibilities various government departments have for ensuring all children receive the best possible education in a variety of environments (Powell, 2012, p. 1). Also, Italy has implemented an inclusive approach by implementing laws that guarantee disabled students the education they deserve.
Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003)
Slee (2001) argues that inclusive schooling demands schools to recognise all types of difference from disabilities, ethnicity, gender, class and sexuality. Furthermore, he challenges schools to accept difference, to encourage and promote flexibility thus benefiting not only the curriculum and pedagogy, but the community and students themselves (Slee, 2001).
Education World: Inclusion: has it gone too far? (1997) Retrieved November 1, 2002, from http://www.education-world.com/a_curr/curr034.shtml
Inclusion is not a new idea, but has been rapidly gaining momentum within many disciplines internationally. Inclusive education is a term often associated with special education, and children with additional needs. However, inclusive education is about ensuring that educational settings allow for meaningful participation by all learners. Each child has their own unique identity, ways of doing things, strengths and weaknesses. Ministry of Education [MoE] (1998) states that teachers “should recognise that as all students are individuals, their learning may call for different approaches, different resourcing, and different goals” (p. 39, emphasis added).
In this essay I will reflect upon the inclusive learning environment, i intend on reflecting this by researching, reading, extending my own knowledge and a recent exemplar visit. The main issues i have chosen to cover throughout this essay are inclusion, children’s learning and the environment. Issues i will also cover are Special Educational Needs (SEN), Every Child Matters (EMC), Diversity and legislations. I intend on doing this by arguing, analyzing and discussing the inclusive learning environment. Inclusive learning environments can be varied from the school environment to the home environment. Both having a significant impact to a child’s learning. The environment within schools needs to be stimulating, creative and enjoyable for all children to learn in. Effective classroom organization, interaction between both staff and children are essential to the inclusive learning environment.
...of rule-setting against bullying should be implemented not only on an individual level, but on a classroom and school-level as well. "The school," says Dan Olweus, "has a responsibility to stop bullying behavior and create a safe learning environment for all students." He suggests a curriculum that constantly monitors abusive behavior, promotes kindness, acceptance of differences and educates teachers, school staff, parents and children alike about bullying and response strategies.
Munro, J. (2008). Education systems and services. In A. Ashman & J. Elkins (Eds.), Education for inclusion and diversity (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia.
Education systems and services are integral to setting up a learning environment that maximises teaching and learning. I agree with Munro (2009) that being aware of what services, programs and support staff are available will be of great benefit to the learning environment, students and professional learning. I believe that adopting individual education plans, students learning profiles and modifying the curriculum can reduce the concern that some researches express that students are still being segregated from the classroom environment due to their “special learning needs”. These concerns are reduced by developing practices and adaptions that promote inclusion. I also believe that it allows for continual monitoring of students learning and progress and encourages critical reflection of teaching practices. Material and human resources that education systems provide encourage further professional development and practical ways to make adjustments and adaptions to classroom practices. I believe with the support of these systems inclusive education can be integrated seamlessly into my daily practice.
In first being able to define inclusive education, it is necessary to understand the diversity of the student population. Disability comes in my varying forms and can be physical, sensory, intellectual, mental health and emotional, developmental, and non-visible (e.g. asthma). If disability was the only agent to consider in the diversity scenario things would be easier for teachers but there are a number of other classifications of students to consider: Gifted or talented; English as a second language (ESL); Indigenous students; and many other classifications which fall under the societal/family/personal heading (Ashman & Elkin, 2012).
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
The introduction of policies and legislations in regards to inclusion within the classroom demands teachers to reassess their learning environments in order to cater to the diverse range of students within our classrooms. As a teacher it is our responsibility to set up our learning environment to maximise student learning and teaching providing varying strategies to cater to our students’ differences.
In recent times bullying has become a national issue, notwithstanding the fact that it has been in existence for many years. Traditionally, bullying has been seen as horseplay, but with the increase of harassment in schools and suicides; parents and schools are now forced to take action to prevent bullying in schools. Bullying is an unwanted, aggressive behavior that involves a real or perceived power imbalance which has the potential to be repeated over time. Strategies to prevent bullying in schools are grouped into identifying the causes of bullying, creating policies and rules, building a safe environment and educating students and staff.