For this blog I will be discussing the key sensibilities, skills and knowledge around inclusion that teachers need to adopt within their practice. Inclusion is a difficult term to define as it extends beyond SEND and is not just a term that describes the placement of learners who have SEND within mainstream schools but actually about the process that is concerned with everyone (Trussler and Robinson 2015).
From my own experience, I witnessed, what I believed was an excellent display of inclusion within two partnership schools. One day a week, students from a mainstream school would travel to their neighbouring SEN school and participate in an educational lesson which removed stereotypical barriers allowing all to achieve through a varied curriculum. This programme allowed all children to learn and socialise together gaining knowledge from their peers.
In regards to my own beliefs around inclusion, I feel very strongly on this matter, not only in an educational setting but also within society. I studied my undergraduate degree in ‘Learning Disability Studies’ which focused primarily on the importance of all aspects of inclusion. Trussler and Robinson (2015) discuss two models that I am previously familiar with within their report which is the ‘Medical model of disability’ based in the ‘Functional model’ and the ‘Social Model of disability’ within the ‘Transactional model’. As a teacher and a professional I will be planning all my lessons from the social model of disability viewpoint, however, what exactly is the medical and social model?
The Medical Model according to Trussler and Robinson (2015)
- “Focuses on impairment and incapacity of individual”
- “Positions cause of difficulty or disability within learner”
- Focuses on fixing or compensating for impairment”
The social Model according to Trussler and Robinson (2015)
- “Focuses on impact of environment”
- “Removing barriers in environment”
- “Positions cause of difficulty or disability with the complex interaction between individual and environment”
It is clear from this citation that working from a medical model stance as a teacher would not be deemed as inclusive as it looks at changing an individual rather than enhancing the support and environment around a child to fully meet their needs.
From my previous experience I have worked within a classroom that had a diverse range of needs in which the attainment levels within the class were extremely vast which was problematic for whole class teaching. To overcome this the class teacher collaborated with all professionals within the school as well as the parents/carers of the child to fully ensure the child attained as highly as possible. The International Disability and Development Consortium (2013) discusses the implementation of people with disabilities being involved within their educational planning and management. The reason inclusiveness has failed is often due to those who are planning do not have disabilities and usually have no direct experience of working with people with disabilities. I intend to use this approach within my teaching career as it is allowing the individual to be actively involved, respected and valued and will ensure specific requirements and needs are being met.
To conclude I feel that a successful teacher most consider the needs of all children and understand that all children learn in different ways working within a child-centred approach. A teacher must know every learner and plan around all learning styles involving all which reflects with the Equality Act (2010) which highlights the importance of giving everyone the same opportunities regardless of age, disability, race, sex, religion or belief. In the future I will adapt my practice in response to children’s needs to ensure the classroom celebrates diversity.
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Reference list:
Equality Act 2010 [Online] Available < https://www.gov.uk/guidance/equality-act-2010-guidance > [Accessed 30th October 2017].
International Disability and Development Consortium (2013) Teachers for All: Inclusive Teaching for Children with Disabilities Available: < http://www.eenet.org.uk/resources/docs/IDDC_Paper_Teachers_for_all.pdf > [Accessed 30th October 2017].
Trussler, S. and Robinson, D. (2015) Understanding special educational needs, disability and inclusive education. Inclusive Practice in the Primary School: a guide for teachers. London: Sage.