Inclusion and The needs of all pupils
Richard Rieser (2003), has defined inclusion as, "It is a case based on the principles of equality and human rights." "Creating welcoming communities building as inclusive society and achieving education for all.", (Salmanca statement, paragraph 2, UNISCO 1994). Inclusion means all pupils have a place in the same mainstreaming.
Obviously, every child has the right to learn and have a place in as school and a place in a classroom. Starting from this point with believing in “inclusion”. All pupils must be included in the mainstreaming classroom. School and teachers are required to provide equality of chances for all children - boy or girl, children with SEN, children with disabilities, children from different social and culture background …all who wants to learn no one left behind.
It’s clear that inclusion is less preferred than mainstreaming idea, but lots of people now are believing in “inclusion”. A report done by (ASDC) says many of special needs pupils do better academically if they are integrated in regular schools as long as they still receive extra help they need.
There are three essential principles to develop inclusion curriculum, briefly they are
- Setting suitable learning challenges for all pupils according to their abilities.
- Responding to pupils' needs and what they want to do.
- Overcoming potential barriers to learning for all individuals.
The Role Of The Department
Co-ordination of approaches to subject teaching. (mike Harrison 1994), argued that “[subject co-ordination] has to be done by teachers working with each other and agreeing together the changes they want to make." and added "Curriculum co-ordinators promote and implement these agreed changes and monitor the development of the school heart - It's curriculum."
Recently, curriculum responsibility in all subjects has been recognized. Obviously curriculum co-ordinators managerial role in all subjects become more important and more effective. Now the question is, how can curriculum co-ordinators be effective? “All the stuff need a clear understanding of the role curriculum co-ordinators are expected to play within a team of professionals." (Mike jarrison 1994). Making change is not impossible. I believe all teachers want to improve themselves, they want to see the children happy with what they are teaching as possible and that will not be achieved unless co-ordination subject teaching.
Assessment for Learning
Assessment for Learning (AfL) means “using evidence and feedback to identify where pupils are in their learning, what they need to do next and how best to get achieve this. In practice, this means obtaining clear evidence about how to drive up individual attainment; understanding between teachers and pupils on what they need to improve, and agreement on the steps needed to promote sound learning and progress.” (). The better assessment for learning the better effective teaching and planning. Assessment should focus on how should pupils learn. It should recognise the full range of achievement of all learners and motivate them. It should lead to self-assessment so that the pupils can become self managing. Learners should receive distinctive guidance about how to improve. Assessment should promote learning goals or criteria by which they are assessed.
The things a school should do well
Successful school needs to demonstrate that it has capacity to take on the challenge of all aspects to raise standards and to become a centre of curriculum excellently. School must also provide convincing evidence that it can deliver a high quality. The school should influenced by self-evaluation, school should consult with neighbouring schools, self-assessment is needed namely in teaching and learning quality, the quality of the curriculum provision, resources, the quality of leadership and management and a range of targets is also required for the whole school improvement.
Management of Resources
In organizational studies, resource management is efficient and effective deployment of an organization’s resources when they are needed such resources may include financial resources, inventory, human skills, production resources, or (IT). Managing school resources, this self-evaluation tool sets out principles of resources against which school for. This needs to be reflected in medium and long-term curriculum planning. Across all subjects to identify clearly how resources can be used to move teaching and learning forward.
The question now is “What helps curriculum to be effective.” John White 2004, suggested, “The new aims put the child and child’s needs as a person and as a citizen at the heart of schooling.” The life beyond the school gates must be changed and that won’t be done unless we get an effective resources management which creates new life for the pupils. In which learning is personalised, the way hopefully motivate the child to do what they are interested in according personal attitudes to be happy with the curriculum but, its difficult concept.
Conclusion
In Egypt:
There are special needs schools for special needs pupils in all key stages. These schools are separated from ordinary schools in curriculum and buildings. The role of the co-ordinators may be only on paper. The curriculum co-ordinators are less effective because of the curriculum is planned to be followed and finished on pre-set time and no one has the power to change that. The only criterion to evaluate the school is the percentage of pupils who succeed in yearly exams.
In England
There are lots of inclusive schools where there are normal pupils besides special needs ones together but still there are special needs schools for special needs pupils. The role of the teacher is more effective; they set targets for the pupils and for the class. There is co-ordination between teachers and between schools. The pupils don’t have to pass the exams to move from year to another each pupils learns according to his/her abilities.
In conclusion, Children spend more than quarter of their childhood inside the school, this shows the importance of the school role and the idea of what the school is for. The school is not for putting our children away from streets but for creating future for individuals and society. It's a factory for building generations of human beings. The school in my opinion is the whole society. Starting from this point and believing in inclusion idea and believing in equality of all people, I think all pupils must be included in the same mainstreaming to set up the idea of equality and one society for all. We must take care of all pupils needs and make learning and education available for all pupils according their needs and abilities. The curriculum must challenge, motivate and improve the pupils’ abilities and provide them with a series of experiences in all fields in order to work and live. The curriculum must be comprehensive and creative not depending on some sides of knowledge. Seeking for the best school, we should know what things school should do well. Self-assessment, co-ordinating process that maintains continuous records of evidence of outcomes and achievements. Management of resources, efficiently and effectively employing resources in all subjects in order to get the best learning and teaching. Finally, there is no doubt that school needs to improve continuously, setting targets and long term planning are needed to achieve the best school.
References:
Mike Harrison (1994), beyond the core curriculum co-ordinating the other foundation subjects in primary school. Northcote House Publisher ltd: United Kingdom
John White (2004), Rethinking in the school curriculum, Routledge Flamer: USA, Canada.
M. Nind, K. Scechy, K. Simmons (2003), Inclusion, David Fulton Publishers: London.
Philip O'Heare (1993), Assessing the national curriculum, Hewer: London.
Tranter, Susan. (2006), Teaching and managing in schools: New York Longman, 2006.
Christine Farmery (2004), Successful subject co-ordination, continuum: