Examples of a few of the most recent approaches designed to promote and support Inclusive Education include: • School Improvement and Accountability Framework – Destination 2010 Action Plan, 2006 – 2008 • Disability Standards for Education, 2005 • Framework for Gifted Education, 2009 All policies and legislation have been designed to ensure every child, regardless of difference, is included in the complete education system. Furthermore, all legislative policies developed by the Government must now take the rights of all students with disabilities into account (Ashman & Elkins, 2009). This reinforces the fact that policies and legislation are helping build a positive attitude towards Inclusive Education. The Inclusive Education Statement (2005) is an ideal example of how catering for difference is being approached in modern day classrooms. This statement has the power to positively influence an entire school community’s values, attitudes and beliefs regarding the incorporation of an Inclusive Education.
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). Through the development of Inclusive Education it is possible that children grow up to be more accepting of differences, where once the notion of something “different” and “separate” could cause caution, fear and ridicule. There are multiple policies and processes present within our society supporting inclusivity and the right every child regardless of their special needs or difficult circumstances has to an education. The Salamanca Statement developed world wide in 1994 states every child’s right to an education. In support of this policy the Commonwealth Disability Discrimination Act (1992) sets disability standards in our education system and the Melbourne Declaration (2008) further attempts to promote equity and excellence within our schools.
Retrieved from http://www.learningandteaching.info/teaching/contents.htm on Australia. Piaget’s developmental theory retrieved from www.learningandteaching.info/learn/piaget.htm Atherton, J. S. (2011) Teaching and Learning. Retrieved from http://www.learningandteaching.info/teaching/contents.htm
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.
As the Victorian government starts to become aware of the effects that non-inclusive practices are having on our young indigenous children, they are designing and implementing strategies and plans to combat the non-inclusiveness. The Victorian Early Years Learning and Development Framework (2012) have addressed a number of key areas of learning and development. This includes children having a strong sense of identity; children who are connected with and contribute to the world, children who have a strong sense of well-being, children are confident in involved learners and children are effective communicators. In outcome 1, children have a strong sense of identity, outlines that in order for children to form a strong sense of self, children need to be able to build secure of relationships services in their family and then with caring inattentive adults in oth... ... middle of paper ... ...to our future. Melbourne, Victoria: Early Childhood Australia.
The purposeful mission to reduce “gaps” is a major part of creating equitable schools. In regards to school principals, the moral imperative, “involves leading deep cultural change that mobilizes the passion and commitment of teachers, parents, and others to improve the learning of all students, including closing the achievement gap” (Fullan, 2008, p. 41). In short, the moral imperative of school leadership underlined by reducing the achievement gap aligns with the pursuit of equity in
As teachers we should recognize all of the aspects of multicultural diversity and try to see the positive way of it, to see all the students as unique individuals that have their own values and deserve all the respect and understanding. Educators should teach students about transforming American way into a society that will value diversity (Woolfolk, 2013, p. 240). To create a cohesive learning community, parents, and educators should see the positive way that this matter will affect the whole community. First we need to expose our children to different cultures, races, and backgrounds. Secondly we need to involve the parents and siblings to pull in the same direction, and to work toward a goal of a community that accepts diversity and aims to a great education, to have children that will be productive and good citizen.
As a new teacher preparing to embark upon what I hope will be a long-lasting, rewarding career in education, I want to create an inclusive, stimulating and collegial climate in my classroom. I plan to make sure that all my students feel valued, and contribute actively to the knowledge, interactions, learning and interests shared by the class. However, I appreciate that as a new, inexperienced teacher I could encounter or unintentionally create barriers that undermine my vision of an inclusive classroom. Although systems will operate in any school setting that can help or hinder inclusive practices, I believe it is my responsibility to ensure that every student in my care has high aspirations, and experiences success at school regardless of the school context. In order to give myself and my students the best chance at success in the classroom I will attempt to find out as much as I can about each one of them before I set up the learning environment.
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.
When working as a practitioner within early years it is important to remember the individual responsibility concerning equality of opportunities for children as well as forming relationships between the child’s parents, I believe it is imperative and essential for the development and progress of every child to enable all children are included within the setting. ‘Inclusion is the practice of inclu... ... middle of paper ... ...ty to ensure positive attitudes to diversity and difference – not only so that every child is included and not disadvantaged, but also so that they learn from the earliest age to value diversity in others and grow up making a positive contribution to society.’ (Great Britain. Department for children, schools and families, 2007, p.9). On-going training and development within my setting has supported practitioners to enable them to demonstrate an effective practice by using their knowledge and skills to guarantee the principles are met and the families are supported for their individual needs. Raising the profile of children and recognising how important the early year’s are within our setting has shown outstanding qualities throughout the team, this has been shown through the children outcomes in which we have been praised from all of our parents over the years.