‘The understanding of inclusion in education has transcended the assumption that inclusion is about students with special needs. It concerns the inclusion of all children’ (Qvortrup and Qvortrup, 2017: 803).

Inclusion can mean adapting the layout of a classroom to provide enough space for a wheelchair, to providing additional resources or approaches to teaching to ensure all children have equal opportunity to engage within stimulating learning experiences which enhance their skills and development.

Inclusion is therefore ‘…quality education while respecting diversity and the different needs and abilities, characteristics and learning expectations of the students and communities, eliminating all forms of discrimination’ (Alexiadou and Essex, 2016:7) and valuing children to develop their talents and reach their learning potentials.

 

Awareness, understanding, responsiveness and the ability to adapt are key sensibilities underpinning an inclusive environment. Ensuring practice is inclusive can be somewhat difficult, where a lack of knowledge, experience or careful planning can cause tension within practice and outcomes for children (DfE, 2014). Despite this, it’s not always the case for all teachers to know every detail of a child’s SEN or additional need, and how to approach planning, teaching and learning to cater for their needs.

It’s imperative that teachers have opportunities for CPD and training to support additional needs; enhancing their knowledge and confidence to develop their skills within practice, as Hintz et al (2015) finds teachers feel worried about having inadequate skills to support children with additional needs.

The way in which we understand and view the concept of inclusion, diversity and difference is likely to inform our practice. Prior to the 1980’s, the concept of inclusion was defined through the Medical or Functional Model which believed children with disabilities or additional needs couldn’t be educated, seeing their needs as a deficit or impairment (Griffo, 2014).

Following an enquiry exploring the educational needs of children, the Warnock Report (1978; Baldock, Fitzgerald and Kay, 2009) and the Education Act (1981; Legislation.gov.uk, 1981) obliged the opportunity for children with additional needs to have access to integration within mainstream education if suited/appropriate to their needs (Baldock, Fitzgerald and Kay, 2009).

In light of these documents, policy (Unicef, 1989, DfE, 2014) continues to drive practice to value difference and diversity, provide rich, inclusive environments catering to children’s strengths and challenge their learning and at the core, taking steps to remove barriers to learning (DfE, 2014). The supports all children having equal rights, opportunities and access to achieve their highest potential.

Increasingly, the Transactional Model is valued within practice I’ve experienced, identifying how barriers to learning can be overcome (Alexiadou and Essex, 2016) in order for children to have equal access and participation to learning and development.

Whole class ‘Funky Fingers’, ‘Dough Gym’ activities and pom poms provided whole class opportunities to develop fine manipulative skills and strength, supporting development of appropriate grip needed for writing (DfE, 2012). Targeted objectives were made for a specific child with an interest in the writing area to support his fine manipulative skills to remove current barriers to writing, drawing and all fine motor activities. Activities included threading pasta/beads, manipulating playdough and transporting sized objects with tweezers. Specific, appropriate literacy objectives were targeted, such as representing one letter per session from his name by making marks in sand, using various pens/pencils and holding a pom pom within the palm of the hand to support pen grip. This provided repetition, practice and challenge to strengthen fine manipulative skills, resulting in the child mastering an appropriate grasp from mid to end of term (see pictures below).

This demonstrates a barrier to learning being overcome through effective support and inclusive opportunities, where targeted objectives supported the child in enhancing their fine motor development and mastering an appropriate, effective tripod grip.

Although the Functional Model doesn’t consider the holistic child, this approach can be useful when identifying specific children who need additional intervention (Griffo, 2014) to enhance and support their needs and for their learning potentials to flourish.

Alongside fostering an inclusive classroom, positive, working relationships were noticed between the class teacher, TA, SENCO and parents/carers- fostering an inclusive environment. An instance within SBT1 involved practitioners closely observing a child’s behaviours, actions, and verbalisations- highlighting strong characteristics of ADHD and Autism (whom had no prior diagnosis). This led to a collaborative approach where the class teacher, I, the TA, SENCO and parents worked closely together to communicate information regarding the child’s behaviours, verbalisations, characteristics and potential interventions to support the child, with a referral to wider agencies following this process.

A potential issue within this context may be parents/carers not reciprocating the collaborative approach and not sharing potentially useful information. However, the parents communicated their own experiences and concerns with their child, appearing to have a positive, motivated attitude to take on board and apply the advice provided to support their child. This scenario demonstrates the cruciality in developing partnerships and positive relationships within a child’s social ecology (Bronfenbrenner, 1979) to ensure families and children feel valued and supported within an inclusive, diverse environment to achieve their maximum learning potential.

Universal steps which can support children with additional needs include:

• Observe- be aware of their needs within different contexts
• Listen to the child before assuming- to create child centred approach, empowering their right to a voice, opinion and say (Unicef, 1989)
• Evaluate the surroundings/situation– is there a trigger or reason for the behaviour? Could more be done in the environment to support their needs? What current approaches are effective/ineffective?
• Don’t panic- all children’s needs are different and unique to them, we won’t always be experts in every area so:
• Communicate!-with parents, practitioners and SENCO to share information, best practice and next steps

Creating an inclusive classroom is underpinned by understanding we are all unique and hold different strengths, weaknesses and interests; fostering positive, supportive and collaborative relationships rooted in mutual respect (TS1a) between children, families, teachers and outside agencies and providing a rich, stimulating environment which considers all children’s needs.

Afterall,

 

Reference List:

Alexiadou, N. and Essex, J. (2016) Teacher education for inclusive practice- responding to policy. European Journal of Teacher Education, Vol. 39(1), p. 5-19.

Baldock, P., Fitzgerald, D. and Kay, J. (2009) Understanding Early Years Policy(2^ndedn). London: SAGE Publications.

Bronfenbrenner, U. (1979) The ecology of human development. Cambridge, MA: Harvard University Press.

Department for Education (2012) Development Matters in the Early Years Foundation Stage. London: Early Education.

Department for Education (2014) Special educational needs and disability code of practice (SEND): 0 to 25 years. Statutory guidance for organisations who work with and support children and young people with special educational needs and disabilities.Department for Health, England: Crown Copyright.

Griffo, G. (2014) Models of disability, ideas of justice, and the challenge of full participation.Modern Italy, Vol. 19(2), p. 147-159.

Hintz, A. Paal, M. Urton, K. Krull, J. Wilbert, J. et al (2015) Teachers perceptions of opportunities and threats concerning inclusive schooling in Germany at an Early Stage of Inclusion: Analyses of Mixed Methodology Approach. Journal of Cognitive Education and Psychology, Special Issue on Inclusive Education, Vol.14(3), p.357-374.

Legislation.gov.uk. (1981). Education Act 1981. London: Her Majesty’s Stationary Office. Available at: http://www.legislation.gov.uk/ukpga/1981/60/pdfs/ukpga_19810060_en.pdf Date accessed: 16/01/19.

Qvortrup, A. and Qvortrup, L. (2017) Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education, Vol. 22(7), p. 803-817.

Unicef (1989) United Nations Convention on the Rights of the Child. United Kingdom: Unicef.  Available at: https://353ld710iigr2n4po7k4kgvv-wpengine.netdna-ssl.com/wp-content/uploads/2010/05/UNCRC_summary.pdf   Date accessed: 15/01/19