What is Educational Inclusion

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What is Educational Inclusion?

• Educational inclusion is about creating a secure,
  accepting, collaborating and stimulating school
  in which everyone is valued, as the foundation
  for the highest achievement for all pupils.
• In an inclusive school
• the inclusive ethos permeates all school policies
  so that they increase learning and participation
  for all pupils
• school practices reflect the inclusive ethos and
  policies of the school.
• (adapted from Index for Inclusion, CSIE)

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Feelings associated with
INCLUSION
EXCLUSION

• valued
• at ease
• content
• happy
• useful

• rejected
• upset
• angry
• frustrated
• unhappy
• hard done by
• useless

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The Governments strategy

• The Governments strategy for giving children
  with SEN and disabilities the opportunity to
  succeed includes
• removing barriers to learning by embedding
  inclusive practices in every school and early
  years setting
• raising expectations and achievements by
  developing teachers skills and strategies for
  meeting the needs of children with SEN and
  sharpening the focus on the progress children
  make.

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The Three Circles
Setting suitable learning challenges
LEARNINGOBJECTIVES
TEACHING STYLES
Responding to pupils diverse needs
ACCESS
Inclusion
Overcoming potential barriers to learning
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To get INCLUSION right
ATTITUDES
SKILLS
RESOURCES
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Their role is NOT to do the task for the pupil
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The nature of special educational needs

• Special educational needs could mean a pupil has
  difficulties with
• all of the work in school
• reading, writing, number work or understanding
  information
• expressing themselves or understanding what
  others are saying
• making friends or relating to adults
• behaving properly in school
• organising themselves
• some kind of sensory or physical need which may
  affect them in school.

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Disability discrimination

• It is unlawful for schools to discriminate
  against disabled pupils for a reason relating to
  their disability, without justification.
• Disability Discrimination Act 1995

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Discrimination example 1

• A pupil who presents on the autistic spectrum
  goes to the front of the dinner queue. A TA
  standing nearby tells him not to barge in. The
  pupil becomes anxious but does not move. The TA
  insists that the pupil must not jump the queue.
  The pupil becomes more anxious and agitated and
  hits the TA. The pupil is excluded temporarily
  from the school.
• (adapted from the DRC Code of Practice for
  Schools)

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Discrimination example 2

• A pupil tells the school secretary that she has
  diabetes and that she needs to carry biscuits to
  eat when her blood sugar levels fall. A teacher
  has no information about her diabetes and refuses
  to allow pupils to bring food into the class. The
  girl has a hypoglycaemic attack. In this case,
  the school is unlikely to be able to argue that
  it did not know about her condition. It is
  unlikely that the governing body (or other
  responsible body) could rely on a defence of lack
  of knowledge.
• (adapted from the DRC Code of Practice for
  Schools)

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Reasonable adjustments

• Schools are required to make reasonable
  adjustments to ensure that disabled pupils are
  not put at a substantial disadvantage in
  comparison with those who are not disabled.
• Disability Discrimination Act 1995

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Making provision

• Schools are required to make different or
  additional provision available (for example,
  equipment, resources or additional adult support,
  where necessary) to meet the needs of pupils with
  SEN, or SEN and a disability.
• Education Act 1996

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Developing plans

• Since September 2002 LEAs and schools have been
  required to develop plans to improve access for
  disabled pupils by
• increasing access to the curriculum
• making improvements to the physical environment
  of the school to increase access
• making written information accessible in a range
  of different ways.
• Disability Discrimination Act 1995

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The SEN Code of Practice

• Sets out statutory guidance on policies and
  procedures for providing appropriately for pupils
  with SEN.
• Helps schools, teachers, LEAs and others to
  understand their responsibilities.
• It seeks
• to enable pupils to reach their full potential
  and to be included in their school communities
• to enable pupils to make a successful transition
  to adulthood.

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Areas of need

• Communication and interaction
• Cognition and learning
• Behaviour, emotional and social development
• Sensory and/or physical

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What factors influence learning?
Teacher/ Assistant
Task
Child
Environment
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Doing something hard
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Key parts of a TAs role

• Promoting independent learning.
• Encouraging the inclusion of the pupils in the
  mainstream environment as far as possible.
• Enabling the pupil to carry out a task, not doing
  the task for them.

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Developing positive relationships

• Take an interest in the pupils interests.
• Notice when the pupil is feeling low.
• Give support when needed.
• Encourage effort.
• Develop listening skills.
• Inspire confidence and trust.
• Have positive expectations.

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Ways of supporting pupils

• Ways of supporting pupils, under teacher
  direction
• as members of the whole class
• as members of a small group in the class
• as individuals in the class
• as members of a small withdrawal group
• as individuals outside the class.

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