Inclusion: Providing effective learning for pupils with English as an Additional Language

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Current Issues in Education

DIO 1320

Inclusion:

Providing effective learning for pupils with English as an Additional Language

By

Julia Oldroyd

Contents


Abstract

This assignment is the second piece of work required for the Current Issues in Education module.  I have chosen to explore ‘Inclusion’ because this is an area in education that I encounter daily in my job role as a Higher Level Teaching Assistant in a Secondary School. ‘Inclusion’ is a large area in education and I have chosen to focus my assignment on pupils with English as an additional language (EAL). However, my starting point for this assignment is Callaghan’s ‘Great Debate’ speech at Ruskins College in 1976 and EAL pupils did not begin to increase in numbers until the late 1990’s. Therefore, I have begun my historical research looking at Special Educational Needs. ‘Inclusion’ is a familiar and accepted term used in mainstream school today.  ‘Inclusion’ does not separate or segregate pupils, whether they are of ethnic minority, have learning difficulties, or have some form of disability, but this has not always been the case.  I will review some of the key policies which have been introduced since Callaghan’s ‘Great Debate’ speech and analyse the impact these policies have had in contributing to education down the years and what it means for education now in the early years of the 21st century.

Introduction

Inclusion is a relatively new term used in education but what does it mean?

In today’s society inclusion means being accepted, being integrated, not being segregated, being treated the same as everyone else, and equality.

Since the 1990’s England has seen an increase in migration and according to the Organisation for Economic Co-operation and Development (OECD), statistics indicate “…approximately 4.8% of students taking part in the Programme for International Student Assessment (PISA 2009) were born overseas” (NALDIC 2011). At first sight that seems to be an extremely low percentage, nearly 5% of pupils in English schools are classed as EAL but when you investigate further, the statistics show that “There are nearly a million pupils in English schools who speak languages in addition to English. Figures recently released by the DfE show the changes in the linguistic landscape in schools in England which have taken place over the past three years” (NALDIC 2011). I also read on the NALDIC website that there had been a significant increase in the number of Polish migrants between 2008 and 2011. In fact the population has almost doubled, from 26 840 to 47,135 “making it the fifth most widely spoken language in English schools” (NALDIC 2011).

There have been some radical changes in Education since Callaghan delivered the ‘Great Debate’ speech, beginning with the Warnock committee’s report leading to the process and debate of Special Educational Needs in 1978. This prompted a significant leap forward in education for the integration of pupils with learning difficulties that needed extra provision, but would benefit by remaining in a mainstream school.  

From Debate to Inclusion. A Revolution in Education

It is difficult to find the exact time when the term ‘inclusion’ was first used in relation to mainstream schooling, let alone the introduction of the term ‘EAL’ (English as an additional Language). However, as I was reading the ‘Great Debate’ speech it was clear to me that Callaghan was recognising the unease felt by parents surrounding the informal teaching methods at that time and although these methods did produce some great results, this was not always the case when carried out by less experienced teachers (Eason, G 2005). In one particular paragraph of his speech at Ruskins College, he talks about teachers satisfying the needs of parents and industry and meeting the requirements of the needs of our children (Callaghan 1976). I believe this was purely due to the type of employment available at that time which was predominantly industrial. Parents expected children to go work in the factories once they had left school.  On the other hand Callaghan’s speech states “there is now widespread recognition of the need to cater for a child’s personality, to let it flower in the fullest possible way” (Callaghan 1976). Could this be the start of the government identifying the diversity of children, perhaps realising there was a need for change in how education was structured within the schools? He goes on to discuss the examination system and its pitfalls “especially in relation to less-academic students staying at school beyond the age of 16” (Callaghan 1976).  This speech was the start of some of the most fundamental changes in Education.

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The Warnock report in 1978 “laid the foundations for the introduction of statements of special educational need” (Silas). There was a great need for a change in attitude towards children who required additional provision and the Education Act 1981 attempted to address this. Local authorities had a duty to assess pupils and provide provision if required but they also had to liaise with parents (Education Act 1981).  This gave parents a voice, allowing them greater access to information about their child and the systems in place. They had the right to intervene in the decision making regarding their child’s Special ...

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