UNIT 6.1 DIVERSITY AND INCLUSION:

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UNIT 6.1 DIVERSITY AND INCLUSION PROVIDING FOR
INCLUSION (258-273).

• Simon Ellis and Janet Tod

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OBJECTIVES

• Have an understanding of the importance of
  inclusion in schools within the context of
  special educational needs (SEN).
• Think about how to develop a pedagogy with regard
  to inclusion.
• Have the a ability to increase the range of
  strategies for achieving increased inclusion.

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YOUR IDEAS ABOUT

• 
  
• 
  
• 
  Inclusion
• Diversity
• Special education
  needs
• (SEN)

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THE COMMITMENT TO INCLUSIVE EDUCATION

• Five main beliefs about special educational
  needs
• Every child has a fundamental right to education.
• Every child has unique characteristics,
  interests, abilities and learning needs.
• Education system should be designed to suit such
  diversity.
• learners with special educational needs should
  have access to regular school that can take care
  of their needs.
• inclusive oriented schools are the most effective
  means of creating welcoming communities for all.
• the last two points are the most challenging in
  terms of the level of educational change demand.

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• "inclusion recognizes the individual child's
  right to be included and carries the expectation
  that schools need to be prepared to change
  aspects of curriculum, assessment, pedagogy and
  groupings of pupils to facilitate this."

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DEFINING EDUCATIONAL INCLUSION

• "inclusion is about much more than the type of
  school that children attend it is about the
  quality of their experience how they are helped
  to learn, achieve and participate fully in the
  life of the school." and this is guided by
• removing barriers to achievement".

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"CHILDREN WHO LEARN TOGETHER, LEARN TO LIVE
TOGETHER."
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EVALUATING INCLUSION

• Inclusion is a process that is influenced by
  a range of factors and has different meanings and
  outcomes for those involved. It might, for
  example, have a different meaning for a parent
  than a policy maker and be judged accordingly.

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DISCUSSION

• With your partner, try to describe an inclusive
  classroom and provide some examples,,

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TO BE ABLE TO EVALUATE INCLUSION YOU SHOULD
THINK ABOUT

• Principles.
• Place. 
• Policy.
• Practice. 
• Person.
• HOW??

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WHAT DO YOU THINK NOW ABOUT EDUCATIONAL
INCLUSION?
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CRITICISM OF INCLUSION 

• Educational inclusion has been developed based on
  human rights and morals rather than on rational
  evidence.
• It is surrounded by a number of practical
  challenges and problems. Ex. Failure to recognize
  various kind of needs.

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• Class discussion
• Do you think that learners with special
  educational needs require special teaching or
  they can learn with their normal peers?

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DEVELOPING INCLUSIVE CLASSROOM PRACTICE

• Improving the quality of teaching is the key
  factor of more inclusive classroom.

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MAIN PRINCIPLES FOR DEVELOPING A MORE INCLUSIVE
CLASSROOM

• Setting suitable learning challenges give every
  pupil in your class the opportunity to experience
  success (ex.).
• Responding to pupils' diverse learning needs use
  a variety of teaching methods to match the pupils
  different needs.
• Overcoming barriers to learning an assessment for
  individuals and groups of pupils find ways to
  help learners overcome barriers of learning.

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FOR YOU AS A TEACHER THE CHALLENGE IN DEVELOPING
YOUR PRACTICE IS TO ADDRESS THE THREE ELEMENTS AS
OUTLINED
Setting suitable learning challenges
Responding to pupils' diverse learning needs
Overcoming barriers to learning an assessment for
individuals and groups of pupils
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REFERENCES

• Learning to Teach in the Primary School. Arthur
  Cremin,2010. 2nd edition. Routledge Taylor
  Francis Group, London