Inclusion Equal Opportunities And Diversity Education Essay Essay

In twenty-first century check way of lifes, on that point ar more and more minorren coming from much more diverse backgrounds. Teachers pick out(p) to teach these children with effective teaching methods and must(prenominal) therefore remove pedagogical approaches that deepen their cultural ground. Many of these children sustain a range of ability in language, abilities and culture. Centre for Studies on comprehensive Education (CSIE) stated that teachers must employ not only theoretically sounds but also culturally responsive pedagogy.Teachers must create a classroom culture where all children, regardless of their cultural or lingual backgrounds atomic number 18 welcomed and supported and provided with the best learning opportunity. What is inclusion body? inclusive statement is concerning equality and human rights. Inclusion is more than an understanding and a constitution requirement. It is on the subject of respect and values which welcomes smorgasbord in the c lassroom and a wider part of society.The inclusion statement n the National broadcast (DfEE/QCA 1999) stated that diametricaliation from a wide manikin of involve and the mean of lessons to ensure access and participation was part of normal teaching. This point was just emphasised by Overall & Sangster (2007) saying that it is to the highest degree carry throughing the different needs of as many children as possible in mainstream schooling. What are equal opportunities? Equal opportunities are about being comprehensive and bewitching in the substance you deal with all children. Treating all children the alike is not enough.Overall & Sangster (2007) define fair to be when the teacher meets the needs of any child as far as they push aside. What is alteration? Diversity is something that is graceful more and more popular in the classroom. In simple terms, diversity just means that are is a variety of different types of children in the classroom. Not only is it a profess ional standard to arrive an understanding of the cultural diversity in their class but it is also a legal requirement ( kidskinren Act, 1989, 2004), but are these legal requirements being met? be these evident in schools?Figures from the Department for Children, Schools and Families show that last year motto the biggest year-on-year increase in disciples from ethnic minorities. Across the country, they accounted for almost 22% in 2007 compared to 20. 6% in 2006. From these figures it is clear to see that inclusion, equal opportunities and diversity are part of the norm classroom and need to be therefore intercommunicate appropriately. I will now discuss what it means for a school to be inclusive and if a school is effective does it mean that it has to be inclusive as well? I will also quality at barriers to learning and how they are overcome.School Inclusion It is important for schools to be inclusive. Hayes (2004) believes that inclusion is best understood as an object lens, aspiration or even a philosophy, rather than as a set of techniques that can be applied to a situation. It is important for a school to aim to be inclusive to every unity in the school, whether this is towards children, teachers or some other members of staff. Inclusion tends to be regarded as the right thing to do and it is this moral imperative than practically makes teachers feel guilty about saying anything negative about inclusive policies and practices.It is important to remember that a positive attitude to inclusion has an invasion on the process of developing inclusive teaching strategies (Halliwell, 2003). As a trainee teacher, it is important for me to understand that inclusion is a process that is influenced by a number of different factors and has a different meaning for everyone involved. From experience, I have seen inclusion being carried out. This occurred during assembly when the whole school came together for their Friday solemnisation assembly. During this a ssembly, birthdays were announced and the children came to the front.All teachers and children joined in with singing golden birthday while as the same time signing it. This was a lovely experience to observe. The school as a whole were including everyone. Although there are many different indicators of inclusion to reflect on much(prenominal) as policies, practises and experiences of individuals learning, it is also my aim to carry these out. Such policies include Inclusive Schooling (DfES 2001b). This document provides practical advice to schools and LEAs on the inclusion framework and sets out seven principles of an inclusive learning service.The Every Child Matters Policy (DfES 2003, 2004a, 2004b) has according to Arthur, Grainger and Wray (2006) served to set nurtureal inclusion within the broader mount of radical change in the whole system of childrens service including explicitly shifting from intervention to prevention with services working together more effectively. Th e overall aim of Every Child Matters is to surmount the number of children who experience groomingal failure, engage in offending or antisocial behaviour, suffer from ill health or become juvenile parents (DfES 2003).The Every Child Matters aims are said to be at the optic of Children Act 2004 (Arthur, Grainger and Wray 2006). Finally, according to Overall and Sangster (2007) the idea of an inclusive school is one that will meet the needs of many savants in a variety of ways within special classes, through support for individuals, differentiation in the curriculum and carefully thought through teaching, is an exciting idea. This is something that I should really develop as part of my philosophy of inclusive education. BarriersInclusion is about looking for ways of reducing the barriers to learning that may exist for children who deliver more challenging circumstances. Prejudice and stereotyping are often significant in creating and maintaining these barriers (Overall and Sangs ter 2007). Within The National Curriculum (DfEE/QCA 1999) three principles were set out to develop a more inclusive education. Within these principles, the third is to overcome potence barriers to learning and assessment for individuals and group of pupils.These groups of pupils can range from SEN to EAL to Gifted and Talented. Overcoming barriers is progress emphasised in Inclusive Schooling (DfES 2001b) with one of the principles stating schools, local education authorities and others should actively seek to remove barriers to learning and participation. Overcoming authority barriers to learning and assessment is relevant to all children who have already been set to have an emotional, mental or physical need.Teachers must plan to meet these needs and also the needs of the rest of the class at the same time. One method of doing this is to pair a pupil with EAL with a pupil who is good at English. Peer encouragement is a great way of encouraging talk. I witnessed an example with an emotionally vulnerable child. This particular child was getting frustrated and upset when they couldnt do their times tables because other pupils around the table were counting aloud and therefore interfering with this pupils train of thought.To resolve this problem, the pupil was sent into a quieter room where there was full concentration of the subject. As a trainee teacher, I need to plan my lessons which overcome barriers which I may face in delivering a lesson or scheme of work. Conclusion Schools should all have an inclusion, equal opportunities and diversity policy in place and one that is being actively carried out by all pupils and members of staff. It is important that I am positive about the right for all children to be valued and to receive the best education available for them.This can be serve welled by implementing and receiving guidance from local education authorities or attending extra training days. From reading I have learnt to develop my own pedagogy with re gard to inclusion, equal opportunities and diversity. As a training professional I have a odd opportunity to contribute to developing my own personal practice and help with developing policies with other colleagues. My aim now is to need all the needs of the children who I will be teaching both on spatial relation now and in the future with my own class of children.