Why Do We Need Inclusion In Schools?

In order for children to thrive schools need to be inclusive, however, inclusion can mean different things across the curriculum. Len Barton (1998) argued that inclusion is a process, and it is not providing access into mainstream school for excluded pupils, because we comprehend, design, plan and maintain all parts of physical and cultural community to cater for the widest spectrum of ability (Ludvigsen, Creegan & Mills, 2005). The United Nations Convention on the Rights of the Child stated to be inclusive it is important schools understand the rights of the child (UNCRC, 1989), entitlement and equal opportunities for children and access for learning (DfES, 2001). An inclusive school can improve the quality of learning. It is about shared

Inclusion has roots in human rights and social justice (Head, 2011). If we move beyond the perception of inclusion as a special education concern and beyond perceiving those to be included as those with disabilities, then there is potential to challenge and transform far more within schools and society. Booth and Ainscow 2011 identify inclusion in education as an aspect of inclusion in society, and it is about social and academic participation and achievement, but not presence. This suggests if teachers educate pupils to acknowledge and appreciate differences within school, they can be inclusive within society; and it is about whole class interaction. The Equality Act 2010

An individual’s identity is made up of several factors i.e.: gender, ethnicity and age (Zappone, 2003). People can be multidimensional by their behaviour and attachment to social groups, and the formations of personal opinions that form their identity. At a young age identity has not yet been formed, this is why their identity varies at school with peers, teachers and friends and at home. For this case study I worked with JM, a three year old who attends nursery four days a week - one of which he spends the entire day. His parents are of Chinese descent, and moved to Britain when he was a baby. JM is a bilingual speaker, he speaks Chinese and English as an additional language (EAL). He is shy and his spoken English is poor (appendix-05.11.14), and he struggles to comprehend what is said. It is inevitable to say he will improve, particularly this early in the academic year, because he might be going through a silent phase; which is a natural stage when learning a new language. Because it is listening and tuning time into the language. Krashen 2013 hypothesises that EAL learners need opportunities to observe, listen, interact and converse to acquire language. The difference between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP) was theorised by Cummins (1979) to capture educators’ attention to timelines and challenges