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Social norms
Roles of school in society
The importance of equality in education
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After a great deal of reading on the policies and legislation surrounding inclusive education in Australia today, it has become apparent that it is a very contentious issue. I can see true benefits to inclusive education policy and legislation not only for individual students but for wider society as we as teachers and a wider schooling community can show the world that difference is encouraged, accepted and valued. However, it has become clear that the language and labels used in policy and legislation and the implementation of rigid national testing influence the attitudes towards the way society accepts difference.
Ashman and Elkins (2009) highlight the role of education as an agent of socialisation. The practices and learning that occurs within the school environment plays a role in shaping societies values, attitudes and beliefs. I see inclusive education as a positive force in shaping our future citizens to accept and value difference. The classroom obviously plays a leading role in socialising tomorrow’s citizens through modeling and teaching students about what is fair and just. The practices of inclusive education show students and wider society that diversity and difference is a rich resource to be valued and accepted, not feared or ignored and that all students can succeed. This focus on social justice encourages the changing of attitudes towards those that may have once been marginalised from society.
Through extensive reading it has also become apparent that it is society that has labeled those as different and has created the language that has caused individuals to be marginalised and generalised for their difference (Wolfensburger, 2002; Boyle and Lauchlan, 2007 & Carrington, 1999). Boyle and Lauchlan (2007,...
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...l education helpful? Support fo Learning , 22 (1), 36 - 42.
Ashman, A. & Elkins, J. (2009). education for inclusion and diversity. Frenchs Forest, New South Wales:Pearson Education Australia.
McTighe, J, & Brown, J. L. (2005). Differentiated instruction and educational standards: Is
détente possible? Theory Into Practice, 44(3), 234-244.
Shaddock, A. (accessed 2010). Students with a Disability in Australian Schools: Learning and Leading Together. Canberra: University of Canberra.
Wolfensberger, W. (2002). Needed or at Least Wanted: Sanity in the Language Wars. American Association on Mental Retardation , 40 (1), 75 - 80.
Jacobs, R. (2010, February 5th). Teacher union's plan is a drastic step. The Age. Retrieved from https://learning.secure.griffith.edu.au/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?course_id=_78878_1&frame=top
Do you feel Peter’s peers were prepared to have him join their class in the beginning of the school year? Explain.
The movement for inclusion in education has advanced since the years of special schools for children with disabilities. Although there have been significant changes to the laws protecting the rights of children with disabilities there remains an underlying debate as to whether these children should be in main stream classes. Most states and territories in Australia practice inclusive education, however this remains a contentious topic with differing attitudes. It is evident whilst many challenges remain, schools should implement and deliver quality programs that reflect best practice policies. Positive teacher attitudes, promoting diversity, modelling inclusion in the classroom and developing a sense of community by working in partnerships
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.
De Boer, A., Pijl, S.J. Minnaert, A. (2010). Attitudes of parents towards inclusive education: A
Different theories present own opinion of the most effective way through curriculum models. ‘Curriculum models are approaches or procedures for implementing a curriculum’. (Wilson, 2009: 522) Commonly curriculum are described as product, process and praxis. While curriculum as a product depends on the objectives as the learning goals and the measured means, a process model focuses on learning and relationship between learner and teacher. Chosen curriculum model depends on teaching and assessment strategies in some cases determinate by awarding bodies, organisational constrains, funding body and political initiatives. The dominant modes of describing and managing education are today couched in the productive form. Objectives are set, a plan drawn up, then applied, and the outcomes (products) measured. It is a way of thinking about education that has grown in influence in the United Kingdom since the late 1970s with the rise of ‘vocationalism’ and the concern of competencies. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. (Wilson, 2009)
The implementation of policy and legislation related to inclusive education, thus being a focus on the diversity and difference in our society (Ashman & Elkins, 2009), would have vast implications on the way society views that which is different to the accepted “norm”.
It is an educator’s job to embrace and acknowledge the rich diversity all the children collectively bring to the classroom, while understanding that the children do not need to be treated the same because they are not the same as each other, but be respected and accepted for their differences. Inclusion is an essential; plank in the broad platform of social justice and raising achievement is a goal which all educators much hold for their pupils, It is important that early year professionals are aware of all different ways in which society constructs (Neaum 2010) this involves taking account children’s social cultural and linguistic diversity and including learning style, family circumstances, location in curriculum decision making process so all children are recognised and valued (Nutbrown and Clough 2006)
Secondly, how do we identify a different race? Edward Said, a post-colonial theorist, posits that the idea of Other and Otherness permeates our society and it supports a racist approach to “differences.” Those who are identified as Other by their differences from the upper classes or non-Others can be marginalized and suppressed in societies class systems (Dillon 2010). Apartheid in South Africa and slavery in the United States give us real life examples of extreme marginalization (Dillon 2010). Another way of making the distinction between Othe...
Inclusion in the classroom is a topic that I did not fully understand when I first became a special education teacher. Studying inclusion and all the aspect that it encompasses has enlighten me to the complexities of inclusion in the classroom. Inclusion has expanded to every facet of school activities outside the classroom. I am going on my fifth year of being a special education teacher and continuously find the need for additional education and training among the staff and administration. I feel having a comprehensive understanding has made me a better educator and advocate for children with disabilities.
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
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.
In Australia, teachers must be familiar with the many federal and state laws, regulations, and frameworks, which apply to inclusive education. At a national level, the following Acts and Standards protect students: the Commonwealth (Cwlth) Anti-Discrimination Act 2004; Cwlth Disability Discrimination Act 1992; Racial Discrimination Act 1975; Cwlth Sex Discrimination Act 1984; Human Rights Commission Act 1986; Australia’s ratific...
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...
Prior to Introduction to Inclusive Education, I viewed people with disabilities from the separation perspective. They were the obvious group of individuals, the people motioning down the street with canes, walking with obedient guide dogs, parking within the blue lines, sitting in the reserved seats at the front of the bus, staring in the designated section to see the sign language interpretation, and the people who simply didn’t blend in with the rest. People with disabilities were different and incapable to perform like others; or if they could perform, they needed assistance at all times. I held this viewpoint, not because I wanted to, but because society played a critical role in my outlook.