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Inclusive Education

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mairi maclachlan

on 6 March 2013

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Transcript of Inclusive Education

photo (cc) Malte Sörensen @ flickr Inclusive Education Conclusion Extent References Two sides Beneficial Detrimental Factors Reality Teacher to pupil ratio Curriculum Perception vs. Reality Support available Politics Time Assessment Tension Activity For Against Form two groups 'Specialized schools are to be closed down, all staff and pupils are to be integrated into the mainstream system' Consider; Staff - SEN Pupil ratio Accessibility Feelings of children Feelings of staff Children diagnosed with SEN More knowledge ? Easier to identify ? Broader understanding ? SEN children in mainstream education Children in specialized education Consistency with findings (Scottish Executive, 2006) Specialized Schools However why ? Separation of large SEN schools Statistics can be faulty SEN schools attached to Mainstream Smaller specialized units Pupils not counted (Peltier, 1997) ALL students Enhances Social Growth No negative academic affects on no SEN pupils Teacher pupil engagement not affected by severe SEN's Alternative Make curriculum accessible to all Education (Disability Strategies and Pupil's Educational Records) (Scotland) Act 2002 How ? Local Authorities HAVE to do this Diversity across the authorities Edinburgh Glasgow Higher numbers of specialized schools and Allan, J. (2008). Inclusion for All? In T. Bryce, & W. Humes, Scottish Education. Third Edition. Beyond
Devolution (pp. 701-710). Edinburgh: Edinburgh University Press.

Campbell, C., Gillborn, D., Lunt, I., Sammons, P., Vincent, C., Warren, S., . . . Robertson, P. (2001). Interchange 66:
Developments in Inclusive Schooling. Scottish Executive Education Departmen

Department for Education and Science (1978) Special Educational Needs (The Warnock Report), London: HMSO

Frederickson, N. et al. (2007). Assessing the social and affective outcomes of inclusion. British Journal of Special
Education, 34(2), 105-115.

Munn, P. et al. (2000) Exclusion from school: A view from Scotland of some policy and practice dilemmas at http://www.scottishaffairs.org/backiss/pdfs/sa30/SA30_Munn_Cullen_Johnstone_and_Lloyd.pdf (Last accessed 04/03/2013)

Peltier, Gary L. (1997) Effect of inclusion on non disabled children in Contmeporary Education, (68) pp. 234 - 238.

PINS. 2012 Pupil Inclusion Network Scotland Exclusions in Scotland’s schools: one year on, where are we now? At http://www.pinscotland.org/assets/main-pdfs/PINS-Exclusions-Seminars-Report-2012.pdf (Last Accessed 03/04/2013)

Riddell, S. (2006) Special Educational Needs: Providing Additional Support in Policy and Practice in Education, (5) pp. 40-57

Scottish Government. (2008). Getting it Right for Every Child. Retrieved at
http://www.scotland.gov.uk/Topics/People/Young-People/gettingitright (Last Accessed 04/03/2013
5 - 14 vs. CfE Confusing Concept?

Integration - Assimilation

Inclusion - Transformation Booth (2000) p44 “Matching the resources
we have to the learning
styles and educational
needs of the students” Tomlinson (1997) p44
Are Scottish schools becoming more inclusive?
Special Educational Needs: Providing
Additional Support
Defining and Measuring Inclusion.

Sheila Riddell Riddell, S. (2006) "Special Educational Needs: Providing Additional Support" Policy and Practice in Education, Volume 5.
The key questions we aim to address this seminar:

1) Is inclusive education affected by political influences, if so how and why ?

2) Are children without Special Educational Needs (SEN) affected in a positive or negative way within the system of inclusive education ?

3) Would the needs of SEN children be better addressed in specialised schools?
After watching the video about Morgan and her experience with inclusion, do you think this would be the experience of many other children with special educational needs? Why or why not?

We encourage you to share any experiences you have had, good and bad that relate to inclusion Activity


A short documentary on Morgan Warren, a girl with 11Q Syndrome, and her inclusion experience at a primary school •Development of inclusive educational polices

•Issues affecting progress

•The growing spectrum of ASD

•Mainstream and specialist units

•Tensions surrounding inclusion Integration Locational: Children with SEN educated
in school although on another site.

Social: Similar to locational however a
greater importance to the children having
more contact with others during for example
lunch time, play time etc.

Functional: Where the child spends his/
her whole tome in class and follows
the same curriculum, with
added support though. Integration “the parent of the pupil refuses to comply or to allow the pupil to comply with the
rules, regulations or disciplinary requirements of the school “
AND
“that they consider that in all the circumstances to allow the pupil to continue his/her attendance at the school would be likely to be seriously detrimental to order and discipline in the school or to the educational well-being of pupils there” Alternatives to
Exclusion (Munn et al, 2011) A greater proportion of
children with additional
support needs are now being
mainstreamed
(not attending special schools). 1 in 3 are not always in
mainstream classes BUT The figures show
that there are 99 952
children who receive
free school meals 10 397 of these children are known to have a
special need of some form only 971 children are both recognised as
having a special need and being looked
after by the state Social Class and Social class Gender Boys are more likely than girls to be
identified as having additional support needs, excluded from school, and placed in special
schools or units. In 2005, 70% of pupils with additional
support needs, 68% of pupils
attending special schools and 79%
of those excluded
from schools were male. There is a growing opinion
in both Scotland and England that inclusion has “gone too far” and that there is more of a need to have additional support for the children with emotional and behavioral difficulties
AND...
“There is a growing recognition that the policy
of inclusion is not working for many
pupils who exhibit violent
behaviour. Do you Agree? What does 'inclusion' mean to you? Discussion Inclusion Mairi David Emma Dean Simon Katie Michelle Inclusion? and Exclusion Gender a detailed definition of inclusion

methods of assessing inclusion

The tensions involved in regards to mainstream and specialist schools We hope to have provided you with: However we would be happy to answer any questions on the matter incase we didn't Social Creatures (Frederickson, 2007) Better Behaviour/
Better Learning

Discipline Task Force

Getting it Right for Every Child
(Scottish Government, 2008)

Curriculum for Excellence
(Campbell, C et al 2001)

Further Policies
Full transcript