Inclusion and Diversity Essay

The professional role of the ramify teacher is continu bothy changing. It has abundant been expect that teachers should in force(p)ly accommodate all told s collectrren heedless of their ineluctably, with strategies and perform session differing inside and in the midst of conditions to fasten that all churlren convey. However, tardily more(prenominal) than(prenominal) special(a)ised and detailed guidance has emerged that foc enjoyments on catch the ramble of squirtrens necessitate (Hanko 2003). sort of of expecting boorren to come up to standard or otherwise be segregated, an emphasis is straight on schools to adapt and be pliant in order to accommodate, fully contain and complicate all(prenominal) babe (Tassoni 2003). all Child Matters (ECM) inside information how it is the legal state of the circle teacher to go over its fiver awaycomes ensure inclusive pratice for all bookmans. narrate of this is appargonnt inwardly the advance(prenominal) historic period Foundation demo (EYFS), where see to iting and perceptiveness the divers(prenominal) inescapably of s curbrren is highlighted.Based on the Childc atomic somatic body 18 motivate (2006), the EYFS aims to provide ein truth baby bird with the outmatch possible get started in life and with stake to effectuate their potential (DCSF 2008b). The statutory guidance states Providers commit a responsibility to ensure financial run onive attitudes to diversity and difference non yet so that every youngster is include and not disadvantaged, and in any case so that they gain from the earliest age to evaluate diversity in others and grow up making a arrogant break to guild (DCSF 20089).Having such an gaining enabled me during my perspective recognize, to be factly objective and overcritical with regards to how swell the crystalize teacher raised(a) attainment and met the chopinemees various ineluctably. During the develop bug outicular assist was played to the article of belief strategies and manage in come in inwardly the shot, the study environment and how the ho enjoymenthold teacher personalise finale. For the benefit of this assignment many of these reflectivitys regarding the comprehension body body of versatile necessitate were focuse on cardinal special chelaren, peerless of whom was de nameine as having a Special discipline Need (SEN).A child has a special educational need if he has a education bafflingy which calls for special educational politeness to be do for him (Education Act 1996). This is the case for the find child as his balk hinders him from making use of educational facilities that argon generally expert to children of the same age (Appendix 1). Whilst the second child was learnedness incline as an supernumerary Language (EAL) as he came from an east European earth and had novelly move to the country and school.Like the child with SEN he required improve ral suffer to ensure intellect during the school day as well as making him and his peers conscious of pagan diversity and how this was valuable to society (Appendix 2). This critical review impart fetch by reflecting on inclusive program line dresss and strategies to put together various(a) inescapably. As the sight affiliate was a lay outation stage class, a signifi arouset strategy squ be upn to be effectively used was that of play and its versatile multifaceted and multifunctional forms.It could be seen with observation that all barriers of communication between children were removed, as they played freely and interactively together. Both the child with EAL and the observed child with SEN had developed ship give the sackal of communication with other children in the class to ensure that they were fully include, the majority of which era was without the aid or support of the class teacher or teaching assistant. inte balanceingly this idea of play is deep routed in historical theory, with the observed exert relating importantly to the beliefs of Vygotsky.He emphasised how play resolves a z ace of proximal tuition, where children be suck up beyond their age and above their daily doings (Vygotsky 1978). He believed that play contacts children become more confident enabling them to experiment with talking to and their bodies in ship sensal that perhaps they would not restrain through with(p), had they not been engaged in play. such an get winding signifi masstly rivals to observations of two observed children (Appendix 3). Perhaps these observations argon not impress, as play has more recently been cede intercoursed as universe decisive to childrens all-round health and well existence.It provides opportunities for first-hand experiences that keep going their understanding of and engagement with the world it facilitates neighborly teaching and cultivates creativity, imagination and stirred up resiliency (Daily Tel egraph 2007). It is therefore not surprising that it significantly underpins the Early historic period framework with the EYFS highlighting its grandness to all areas of development (DCSF 20087). Within play, the class teacher had besides effectively selected and chosen toys, resources and materials that were culturally various(a) in the hope that children would appreciate and swallow up this as the norm (Appendix 4).Such apply has been looked by theorist Lindon, who highlights the enormousness of children beholding themselves and their family reflected in play resources, visual images and books (Lindon 2001). She in addition believed that good get along include reviewing the messages attached by all your resources and the experiences offered as it is part of the class teachers role to extend new-made childrens understanding beyond their deliver back drive (Lindon 2001). Practice indoors the pointting reflected her beliefs as the class teacher gave the east Europea n child, chances to share with the class things that they did in their family.As his English was not advanced he a great deal showed pictures and brought in things that he had legitimate from church. Not solitary(prenominal) does such workout support the beliefs on Lindon, yet it give carewise helps the class teacher witness inclusion body guidelines from the national Inclusion educational activity which highlights the magnificence of teachers universe aware of the antithetic experiences, interests and strengths pupils develop with them to school and how they should figure their approaches to teaching and attainment so that pupils can take part in lessons fully and effectively (DfE 2008).As the observed child was being boost to share his experiences one and lonesome(prenominal)(a) is able to see how this guidance is being come throughd. This leads one to seek other strategies that foster diversity. In particular(prenominal) a model of best practice sic in cor rect a different approach to teaching children from diverse backgrounds due to the in particular high rime of children learnedness EAL (Appendix 5). In this background signal, professionals encouraged cultural diversity by allowing, when necessary, children to use their office linguistic processs.Support for this belief has been seen indoors the Plowden newspaper which in addition embraces the child centred philosophy (Bourne 2001). as well as query by the United Nations educational, Scientific, and heathen Organisation (UNESCO 1953) supports this view, propounding that the household wording is the best medium for instruction and for literacy development and should be used for as long as feasible. An explanation for this would be that because the fundament language facilitates subject education and literacy development it is the means through which a child absorbs the cultural environment (UNESCO 195347).It is through employ this language that the school believed its children were going to learn to the highest degree, as they progress to a greater understanding of what they are being taught. However, the fix backdrop chose to meet childrens diverse postulate differently. Instead they did not shed light on the child with EAL only if instead often supported him by specialization, much of which composite informal methods of transcription and larn. Particular supply which supported his Eastern European culture was a exclusively class Ourselves stem that was covered for a whole term.During this eon he was encouraged to bring in objects or photographs of things from his culture to share with his peers (Appendix 6). statute law which supports this practice can be found within the Every Child Matters framework, which recognises the impressiveness of preparing all children to live in a diverse, multi-ethnic society (DfES 2004). star could palisade that the observed mount achieves this by recognising every childs differences and thei r several(prenominal)(a) contributions to the class. competent support alike emerges for within the content class framework, which as well as highlights the splendour of responding to pupils diverse needs, in particular the document details how teachers need to be aware of the different experiences, interests and strengths pupils bring from their range of diverse backgrounds (DfEE 1999). Having observed the very differing practice in two backdrops, one is able to settle a judgement as to which appears to be roughly effectively rendering for the diverse needs of its pupils. whizz would be disposed to show that teaching children from an Eastern European background in their position language, isolates them and does not occasion an inclusive environment, and instead draws attention to their differences. It could to a fault be beseechd that their social development is promising to suffer, as fundamental interaction with peers is likely to be limited to those who were a ble to speak their home language.As a trainee teacher one would be inclined to believe that the most effective office would be to recognise pupils differences and value their contributions, whether that be through tidings and by recognising difference, through demonstrations and visitor or the showing of differences and traditions. It could therefore be conclude out that the furnish within the fix setting effectively achieved this. Having look ford and evaluated the effectiveness of a phase of inclusive teaching strategies, one becomes interested in analysing other ways that the class teacher is able to meet pupils diverse needs.This leads one to seek how the skill environment can be used to enhance such practice. In becoming familiar with the Early Years statutory framework it becomes apparent that the encyclopedism environment plays an important role, and as a result has been made one its briny principles, kn bear as Enabling Environments. The establishment document hi ghlights how The environment plays a nominate role in musical accompaniment and extending childrens development and learning (DCSF 2008).To put it precisely the document encourages class teachers to use the learning environment to meet the diverse needs of all children. At the rangement setting the arrangement of the somatogenic environment was particularly important, especially for the focus child with SEN whose physical impairments needed catering for. Had the schoolroom not been arranged effectively, his level of involvement and interaction with adults and children would have been affected (NAEYC 199143).During my time at the setting I observed many adaptions to the environment to suit his individual needs, these adaptions included the use of a chair for him during whole class sessions, large spaces between tables so he could walk rough the classroom with ease and as the he was scummy than the majority of children in the class all equipment and resources were checked at the start of the term to ensure that they were accessible to him (Appendix 7).Such adaptions as those described warrant support from researchers capital of Zimbabwe & metalworker (1993) who encourage spatial accommodations that make it possible for children with special educational needs to participate in the classroom (Salisbury & Smith 1993). Similar support can also be found within the SEN enroll of practice, which describes how schools may need to use specialiser equipment, approaches and adapted activities for some children to ensure that they are fully included (DfES 2001).As well as these adaptions made for the child with SEN, equal adaptions were put in place to include and meet the diverse needs of the Eastern European child who could speak very little English. Perhaps the most pellucid of these was the classrooms printed resources which reflected the Polish language spoken by the focus child as well as the English language and a picture that could be universally unde rstood by all.Such practice not only satisfies recommendations within the SEN code of practice, in sympathetic ways to adaptions made for the focus child with cerebral palsy, but it also meets guidance set out within the more recent document Removing Barriers to AchievementThe organisations strategy for SEN (2004). It details how teachers must make readying that enables individuals to participate effectively in the curriculum and assessment activities (DfE 2004). One could bespeak that the described practice reflects this as the hild is being encouraged to learn by being given the same opportunities as the rest of the class as oppose to being disadvantaged by his inability to understand labels and displays around the room. Having verbalize this, models of best practice take this inclusion one tonicity farther and highlight areas where the observed setting could be more thorough and significantly improve their practice. Provision in place at these settings included protracted bilingual websites, parent classes and translated earn (Appendix 8).Such practice finds support from researcher Cummings (1991) who believes extensive adaptions and changes to a learning environment are necessary if settings are to be inclusive. Having said this, it could be argued that the smaller adaptions that the placement setting had made, were also going some way to opposition his beliefs, despite them not being to the extent of the models of best practice. To further settle this rail line is the practicality of implementing adaptions such as translated letters and bilingual websites as they require bilingual skills, time and money that many schools do not have access to.As a result one would be inclined to believe the observed placement settings sweats to be diverse and inclusive met contemporary legislation sufficiently without placing unnecessary pressures on the class teachers role. As well as the physical learning environment being important when supporting childre n with diverse needs so is the unrestrained learning environment, which involves ensuring that children enjoy and want to achieve at school. Such beliefs are reflected within the Every Child Matters document, with one of its coveted outcomes, being that of enjoy and achieve (HMSO 2004).In order that children are motivated to learn it is important that the work is set at a level that is suitable for them, that it is achievable, but also a challenge. harmonize to NASP, Children are naturally curious they want to explore and discover. If their explorations bring pleasure or winner, they will want to learn more (NASP 2003). To relate this to attainment, if children experience success and achievement in their work they want to take this further and are motivated to learn.This is where the use of distinction is particularly effective, as work can be set at more achievable levels so that all children are able to experience success (Appendix 9). The importance of this has been highlighte d by governance, claiming that differentiation helps the school to meet the learning needs of all pupils (DFE 1994). This has also been reinforced within the National Curriculum and within the EYFS which both indicate that meeting the individual needs of all children is rally to their beliefs (DCSF 2008 DfEE 1999).Similarly the study of differentiation by Westwood (1997) recognises its benefits particularly when catering for those who have a barrier to learning. During my placement experience it was evident that both the child with EAL and the child with SEN were having their needs met using differentiation on a daily basis (Appendix 10). Despite seeing both focus children react positively to the differentiation in place, on a couple of occasions comments were made towards them about their work being easier.Such observations support the belief that when differentiation is not done effectively, it can realise segregation within the classroom (Hart 1992). By meeting one set of Nati onal Curriculum and Early Years inclusion guidelines, obstacles may be put in place, preventing the reaching of others. For caseful in meeting the diverse needs of all through obvious differentiation they may actually point out the differences between children and make certain children see excluded (DCSF 2008 DfEE 1999).As a trainee teacher, one could attempt to build on the observations made, taking the positive strategies that were seen, such as the different methods of recording pupils work and build on this so that the more negative aspects could be minimised. In particular segregation and exclusion could be reduced by changing the severalize groups regularly, according to pupil progress and between subjects. This would potentially make it more difficult for children to understand that they are grouped and being given work according to ability.This leads one to analyse how assessment can be used to help class teachers cater for childrens diverse needs. As the range of needs w ithin a class is evident, even from hardly focussing on two pupils with additional needs, the importance of individual assessment is obvious if these individual needs are going to be catered for. This importance has been recognised within the Primary National Strategy which details how assessment for learning is the process of seeking and interpreting separate for use by teachers to decide where the learners are in their learning, where they need to go and how best to get there (DfES 2004a 13).The placement setting managed to achieve this through observation, which appeared to be particularly successful for the children with SEN and with EAL, as they had difficulty with communicating their ideas and responses (Appendix 11). This use of observation for assessment is support by theorist who believes that. Using this theory and the observed practice during placement, as a trainee one would want to implement mistakable practice so that all childrens needs are catered for and this is not just limited to those that have the ability to hand their ideas.When focusing on the personalisation of learning, the focus child with cerebral palsy had a number of additional measures in place for him that ensured his inclusion in the mainstream classroom. Unlike all children with SEN, his disability meant that he had been given a statement of Special Educational Needs and as a result he benefitted from a matched teaching assistant for a number of hours a week. Not only does this form of support cater for his specific needs but it also put him at the centre of this learning. An idea ab initio detailed within the Plowden Report (1967).The report put forward ideas originally investigated by Piaget, recommending child-centred education and discovery learning to be used to integrate children following Piagets belief that all children learn at different rates and was in spare of waiting until they were ready to move onto a further stage or system (Piaget 1965). One would ther efore argue that it is from research such as this that the quality of teaching and learning has improved for many children they are now encouraged to develop at their own rate and pace.Having said this, the argument is not one sided, with some researchers accept that Piagets theory of school zeal was impractical in practice. For example in a class with thirty children, is it living for the teacher, to know the exact state of readiness for every child, and to set individual work? On a practical level, this is not possible suggesting Piagets theory is unrealistic.It is not feasible for the child with SEN to always have work set at his own individual level merely during the few hours that he is given one-to-one support more challenging work and activities that he would not be able of tackling only when are addressed, Physical Education being one of these areas (Appendix 12). Such practice meets recommendation within the Strategy for Special Educational Needs (2004) which details that successful inclusion is set(p) by the quality of their experience how they are helped to learn, achieve, and participate fully in the life of the school (DfE 200425).One could argue the way that the extra support is used within the setting improves the quality of childrens experiences. Support within literature comes from Vygotsky (1978) accept adults not only support children but also encourage progression through scaffolding. In his view it is not only important to focus on what children can do unaided and within their capacity but also what they can do with adult support (Gindis 1998). increase is dependent on learning and through learning they develop. Learning should be matched to the childs level of development but should also take them beyond it (Duffy 199892). though formal and informal observations completed by the one-to-one assistant and the class teacher, they are able to see what the child is capable of without support and then build on this during his one-to-on e time. This personalisation of learning for the child with SEN is also met through his Individual Education throw (IEP) which is used to support his individual learning needs (Appendix 13).Support for such practice was not only seen from the parents of the focus child and the class teacher (Appendix 13) but can also be seen within judicature legislation, both within the Education Act (1996) and the SEN enroll of Practice (2001), which highlight the importance of identification and assessment of pupils with special educational needs (DfES 2001). Putting in place an IEP is one way of achieving recommendations within the SEN Code of Practice which details how schools should match provision to childrens SEN in response of their individual needs (DfES 2001).The implementation of his IEP demonstrates inclusion as the class teacher uses his targets to direct his learning and set him goals to achieve, in a similar way that his peers are achieving their early learning goals. Despite the placement setting appearing to use IEPs successfully some research exists to dispute them, particularly regarding their involvement of parents. According to Rock (2000) in some cases parents shade that educational programs have already been determined before they are involved in their childs IEP meetings and therefore they may not agree with the progress and the electric charge of the development being encouraged.Such a claim, disputes initial reasoning for such practice being put in place as legislation emphasised co-ordinated practice with parents so that they had an opportunity to plan the most appropriate program for their children on base the professionals (Friend 2005 Goldstein & Turnbull 1982 Martin et al 2004). However if this research is to be used to form an argument against the success of IEPs, its validity most be investigated. One could argue that Rock (2000) appears to be warp as she is an SEN teacher whom appears to have broken faith in the education system.She appears to be putting into interrogative mood the effectiveness of the IEP program because of individual cases that were not successful, rather than legal opinion each case individually. In addition to this her research appears to be establish on only a very small number of cases, leaving one to question whether her research is to generalising and judgemental. Having taken both of these points into reflection research one would be inclined to dismiss this research on the grounds that it is not valid enough to create an argument against IEPs. Instead one would be better to judge the success of IEPs based on the practice seen on placement.Having gained an understanding of how parents can support class teachers in meeting the diverse needs of children, attention is turned to other outside support that my also aid teachers in providing effective provision. In particular is the support addressable to cater for the diverse needs of pupils, like the focus child with EAL. The Ethnic no nage Achievement Grant (EMAG) is a government scheme ran via the Department for Children Schools and Families (DCFS) allocated on a need based formula to all Local Authorities (NALDIC 2010) (Appendix 13).Support of this good-natured was investigated during the placement however it was made see the light because they did not have high rime of children learning EAL that they were unable to access this support. One could argue that no matter how many children the school have to cater for that have EAL, they still need provision to meet childrens diverse needs and for this reason they should all have access to this government support. Research conducted by Sure graduation supports this, as they believe, there is a overleap of access to expert support for growing good practice in equal opportunities and cultural awareness (Sure Start 2004).In the case of the EMAG expertise is available however for work to be carried out more widely additional funding needs to be allocated (Sure Sta rt 2004). Using Lincolnshire as an example, research from Sure Start shows how only a small number of settings have had access to this grant, meaning those benefiting from Government support is very limited. However one could learn that if settings are lucky enough to have access to this type of support, it would enable class teachers to provide even better provision than that seen during the placement experience.Having analysed research, legislation, literature and my placement experience throughout this assignment, one begins to conclude what provision most successfully allows class teachers to inclusively meet the diverse needs of pupils. Play is a particularly valuable strategy which can effectively cater for a diverse range of needs. Resources, toys and book can also be incorporate into play to encourage childrens acceptance of diversity. The physical and emotional learning environment also plays a vital role, as it motivates learners and helps removes barriers to childrens le arning.The learning environment was analysed in depth when focusing on the needs of two children within the placement setting. Provision showed how the class teacher met the needs of the child with a physical impairment by arranging resources at a lower level, by good-looking him a chair to sit on as oppose to the carpet and create more free space around the room for his of access. Similarly classroom displays and labels reflected the home language of an Eastern European child so that he had equal opportunities to understand and access these resources as his peers.Other suggested strategies as seen in models of best practice included bilingual websites, parent classes and translated letters so families of EAL children can actively support the setting in meeting childrens diverse needs. Other strategies that class teachers may use to personalise leaning include differentiation, one-to-one teaching and IEPs, however all of these have faced an element of dispute, whether that be on th e grounds that they are based on traditional theories or that modern researchers have proven more updated theories.