Demonstrate inclusion

Assessment is essential in the classroom to create a positive learning environment for children. The way in which assessment is used can create a positive or negative effect. When used effectively, assessment can underpin what the children need to be successful. Assessment shows where to take children with their learning (Black et al, 1998, p.216). This benefits the teacher, providing them with the children’s understanding, enabling them to plan future lessons, so that they can meet the needs of the range of learners in the class. Primarily assessment is the reason behind ‘raising children’s standards of achievement’ (Briggs et al, 2008, p.9). It prepares teachers to make lessons specific for the children, for example, obtaining resources and planning scaffolding. Throughout my placement I used assessment for learning. Using this assisted me in the planning of the next sessions in order to make work at their level and differentiate it. I used formative and summative assessment to support learning and I did not label, preventing negative consequence for the learners (EADSNE, 2012, p.15). However, assessment may not always be used effectively in the classroom. Assessment can have a negative impact in the classroom. Once children become labeled, often their opinion is not accounted for and their complaints ignored. Children would not want to be a part of a negative environment (Thomas and Loxley, 2001, p.53). The label covers the needs and the reasons behind them, allowing failure, not supporting them. However, Vygotsky suggests that the best way to assess children is, quite simply, to look at what they are doing and talk to them about it (Thomas and Loxley, 2001, p.26). Richards and Armstrong argue that ‘for assessment to be used ef...

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...) and Individual Needs Assistants. WHY Teachers can then use them effectively in the classroom and foster a more inclusive classroom environment.

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Working with others also incorporates the communicating with of multi agencies which can support implanting inclusive practice, such as Speech and Language therapists or educational psychologists. Schools need good communication with special schools. Children may have dual placements and having the communication will ensure that the professionals meet the child’s needs in both environments. During placement there was a child with a dual placement, with the SEN school. The child came into school for Literacy and Maths lessons and left in the afternoons. It was important that the professionals had good communication; in order to make sure that they were meeting the child’s needs in both environments. (see appendix 1)

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