Equality is at the heart of inclusive teaching practice in education

Equality is at the heart of inclusive teaching practice in education Differences in educational opportunities for children depend not only on their individual cultural, economical, health or disability circumstances, but also on where they live and the ways in which educational systems are structured, regulated and supportedRegardless of these differences, there is widespread acknowledgment that teachers play a crucial role in providing quality education. (Florian Rouse, 2009, p.594) Given that inclusion is a key priority within Scottish education, this essay will critically discuss the concept of an inclusive school and its implications for teachers. There are many factors which can create a barrier to participation or hinder a childs learning, however for the purpose of this essay, the focus for discussion will be narrowed down to consider: a Curriculum for Excellence (CfE), teaching and assessment methods, additional support needs (ASN) and child poverty. These issues have been carefully selected with consideration to current educational issues and policies in Scotland, placement experience and with genuine interest to these issues and the implications they may have for teachers and their implementation of inclusive teaching practice. Furthermore, CfE, teaching and assessment methods, ASN and child poverty are issues that all teachers working in Scotland will have to consider during their career with regards to inclusion and whilst working as part of an inclus ive school. Her Majestys Inspectorate of Education state that an inclusive establishment is one in which the rationale for inclusion is clear to all members of the community and where inclusion is encouraged in practice (HMIE, 2008, Inclusion reference manual). Inclusion is an important issue in Scottish education, however inclusive practice has not been entirely embraced and implemented throughout the country. This may be due to a difference in opinions, uncertainty and misunderstandings as to what inclusion actually is and who inclusion is for (Allan 2008a), which would therefore present difficulties for teachers practicing within HMIEs definition of an inclusive school and their implementation of inclusive teaching practice. Newly qualified teachers may have a different understanding of inclusive teaching practice than the more experienced teachers, thus possibly causing further uncertainty, frustration and/or self doubt. As before mentioned, teachers play a crucial role in providing quality education (Florian Rouse, 2009, p.594). If teachers are at the forefront of providing inclusive education, then it is a concern that so many teachers have different views and opinions towards inclusion. Studies have shown that newly qualified teachers are more optimistic and have a more positive attitude towards inclusion than their more experienced colleagues, who are said to have a more realistic view on inclusion. It was noted that after the probationary year, teachers have a far less positive view, and are much less enthusiastic about inclusion (Seith, 2008). An insight into a possible reason for a lack of enthusiasm towards inclusion is suggested by Allan (2008b). Many teachers have concerns and self doubts about their ability to include, without clear guidance from policy or legislation on how to implement inclusive teaching practice. Many teachers feel that it is difficult to perform to high expectations w ith regards to inclusion, when they receive limited support and resources (Allan, 2008b). Limited support is a concern for teachers who are trying to practice inclusion within an inclusive school as a lack of support, guidance and/or resources may have an effect on the teachers ability to include all children depending on their individual circumstances. Articles 28 and 29 of the United Nations Convention on the Rights of the Child (UNCRC) state that education should nurture and develop the talents and abilities of each child to their fullest potential and serve to prepare children for living happily in a liberal society (UNCRC, 1989). These values could be said to be reflected in the purpose of CfE, its principles and the four capacities: successful learners, responsible citizens, confident individuals and effective contributors. CfE is for all children aged between 3-18 and aims to ensure that all children and young people in Scotland, regardless of their individual circumstances are provided with opportunities to develop the skills, knowledge and qualities required for life long learning (Learning and Teaching Scotland, 2010, the purpose of the curriculum). Equality is at the heart of CfE with the four capacities being achievable for all children and therefore providing the opportunity for more children to participate and achieve in all areas of the curriculum. Therefore an inclusive school is one where CfE is fully embraced by all, and where teachers are supported with their implementation of CfE through opportunities for continuing their professional development throughout their careers. In order for a Curriculum for Excellence to be a success, it is important that individual teachers are committed to developing their own skills and teaching practice and keeping up to date with new approaches to teaching and learning (Curriculum for Excellence, 2006, implications). However recent research carried out by The Education Institute Scotland, has shown that many teachers have voiced their concerns over CfE. These concerns are with regards to there being an additional workload, a shortage of time for planning and the effective implementation of CfE with the lack of clear, specific instructions (EIS, 2010, Survey of Members). It could be argued however, that the broad and general experiences and outcomes of CfE are a positive feature of Scottish Education and are an important part of inclusion and inclusive practice within the school. If there were to be precise instruction as to how to implement CfE, it would surely contradict the values of CfE, and the autonomy and profess ional role of the teacher. With the implementation of CfE, teachers have the flexibility to apply appropriate assessment procedures and use their own professional judgment with regards to progression and responding to the individual needs of children (Reid, 2008). However, a possible concern for teachers, particularly newly qualified teachers and student teachers with regards to implementing CfE within the inclusive school, as with the term inclusion, is the range of mixed feelings and opinions towards CfE. Mixed feelings were clearly evident during placement experience, with some teachers speaking very positively towards CfE whilst others expressing less enthusiastic opinions. The views towards CfE were somewhat reflected in the teaching strategies of some teachers; this was noted during observation periods as well as during discussions with a range of teachers (newly qualified and experienced). A variety of teaching strategies were observed during placement, with teachers who expressed negative feelings towards CfE favouring a more direct teaching approach, in comparison to the teachers with positive views towards CfE who used a variety of teaching strategies such as collaborative and active learning, which were appropriate for the particular learning experience and in response to the interests and needs of the children. Appropriate teaching and assessment methods play an important role within an inclusive school with teaching approaches being inclusive and specifically tailored to meet the interests and needs of the individual children and where assessment methods are used, which further support the learning. CfE assesses progress and achievement through Assessment is for Learning (Aifl) where assessment approaches should promote learner engagement and ensure appropriate support so that all learners can achieve their aspirational goals and maximise their potential (Learning and Teaching Scotland, 2010, principles of assessment). Assessment therefore, requires teachers to make professional judgments about childrens learning, where sound evidence and professional integrity is at the heart of the decision making process. The most effective assessment approaches are ones which are fair to all involved: children, young people, parents and communities and which avoid any pre-conceptions and stereotypes (S cottish Government, 2010, a framework for assessment). A possible implication or concern however for teachers, with regards to the use of assessment which coincides with CfE, is that teachers may have varied opinions on what constitutes as a person being a successful learner, confident individual, responsible citizen or an effective contributor. Placement experience highlighted this concern further. Award ceremonies on alternate Thursdays, seen children receive rewards for showing that they had proven themselves to be either a successful learner, confident individual, responsible citizen or an effective contributor. It was noted that what each class teacher perceived as an achievement with regards to the four capacities, could be questionable depending on personal opinion. An inclusive school aims to respond to the interests, needs and abilities of the learner and as before mentioned, a positive aspect of CfE is the reinstatement of professional autonomy and the flexibility that teachers have when implementing teaching approaches which are tailored to the needs of individual children (Reid, 2008). However questions have been raised with regards to teachers being sufficiently educated and trained to work with children who require additional support for learning. Teachers in Scotland must be appropriately qualified in order to work with children who have visual and/or hearing impairments (The requirements for teachers (Scotland) regulations 2005). However teachers do not need additional qualifications to work with any other group of children with ASN (MacKay McLarty, 2008a). This may be of concern to teachers as well as parents, as most children will require additional support for learning at some point during their school careers, with many situations such as disability, being bullied, bereavement in the family, homelessness, being the child of an asylum seeker or being a bilingual learner, leading to a child or young person requiring additional support for their learning (MacKay McLarty, 2008b). Baroness Mary Warnock (2010, The Cynical betrayal of my special needs children) believes that without specialist knowledge, teachers may actually do more harm than good when teaching children with ASN, particularly those with more severe learning difficulties such as, severely dyslexic children. Another concern for parents and teachers is Baroness Mary Warnocks U turn in opinion towards mainstream education for all, since the Warnock report was published in 1978. Warnock now states that mainstream education for all, was never what she or the committee proposed in the first place. What the committee actually recommended was that the large number of children with moderate learning difficulties already in mainstream schools should be ident ified, and their needs provided for where they were (Warnock, 2010, The Cynical betrayal of my special needs children). A key educational policy in Scotland is the inclusion of all children in mainstream schools. An implication for teachers in mainstream schools, particularly student and newly qualified teachers is the ability to support children with ASN, particularly those who have more severe learning difficulties, such as autism or severe dyslexia. The concern not only lies in the ability to support children with such learning difficulties, but also with creating a suitable learning environment for all children within the classroom, when many of the children have varied learning needs. Many teachers are concerned about their ability to meet the needs of all children in the mainstream classroom, with the limited resources they have (Mittler 2000; Hanko 2005 cited in Allan, 2010). Limited resources may be a worry for teachers working within an inclusive school with concern also expressed by NASUWT Teachers Union, who say that it is vital for children and young people to be educated in appropriate se ttings for their individual needs and aspirations, with access to necessary resources. Mainstream schools cannot be expected to cater for pupils with special needs without adequate and appropriate staffing and resources (NASUWT, 2009). Current budget cuts across Scotland and throughout the UK are a cause for concern with regards to teachers having appropriate resources and specialist support staff. With a lack of necessary resources and support it could be argued that teachers will struggle to include all children within the inclusive school. According to Her Majestys Inspectorate of Education, An Inclusive Establishment is one in which there is effective working relationships with pupils, parents and other agencies who are committed to the health, wellbeing and education of children and young people (HMIE, 2008, Inclusion reference manual). It has been observed during a number of school placement experiences, that effective working relationships are vitally important in providing inclusive practice. However, it was also noted during placement experience that effective working relationships are not always possible, particularly those between teacher/school and the parents. It was witnessed during placement experience with a Primary 7 class of 32 pupils, which had no support in the form of classroom assistants or behavioural therapists that during most lessons, a large amount of the teachers time and attention was given to one child within the class who has behavioural issues. Although the teacher had implemented a number of effective behaviour management, teaching and assessment techniques, there was still a noticeable effect on the other children in the class, who for different reasons required the teachers support, but were unable to receive the support they needed, whether this was advice, help, encouragement or praise. The classroom teacher had no support from the childs parents, and senior management avoided taking action which involved suspension as the childs wellbeing whilst at home was also a concern. This left the teacher in a catch 22 situation, with trying to manage the childs behaviour as well as the safety of the child and the other child ren within the classroom. It was felt by the teacher that more support from parents, senior management and other agencies was needed. An inclusive school therefore, provides support for teachers with their inclusive practice and offers support for teachers to enable them to work effectively with children who have ASN. However, without vital support in the form of CPD, parental, senior staff support and support from other agencies such as specialist teachers, social services and behavioural therapists, it could be argued that many classroom teachers would struggle to implement inclusive practice in the classroom without such support. Another key aspect of educational debate in Scotland is children living in poverty and its effect on learning. The Scottish Government Statistical Publications recorded that 17.9% of all children (primary and secondary) in Scotland are entitled to receive a free school meal (School Meals in Scotland, 2010). These statistics are an indication of low family income and the number of school age children who are regarded as living in poverty. The Scottish executive stresses the importance of inclusion and equality in Scotland and states that all children must be given the best possible start in life, regardless of their family background (Scottish Government, 2004). An Inclusive school therefore, is aware of the differences in childrens backgrounds and take steps to ensure that discriminatory behaviour or bullying is prevented or eliminated. Many schools in Scotland use a swipe card system, which allows children to get their lunch without anyone knowing who is entitled to free school meals. It was noticed during placement experience that many primary school teachers have different methods of taking the lunch register and allocating dinner tickets to those children who are entitled to a free school meal. In the senior stages of the primary school, the children collected their own dinner tickets, meaning there was no need to broadcast to the class who required a free meal. This worked well in ensuring children who required dinner tickets were not singled out, as in the upper stages of the primary school the children are much more aware of such issues. School uniform policies are also a positive feature within the inclusive school as it ensures that all children are equal and that children cant compare what they have with one another, ensuring no child is singled out or is made to feel inadequate if they do not own the same type of branded clothes as their peers. Although there are many school policies which aim to ensure inclusion and equality within the school, it could be argued that some school trips contradict the purpose of policies that promote equality, such as the school uniform policy. It was observed during placement experience that 5 out of the 33 children in the class were not taking part in the school trip, because their parents could not afford to send them away for the week long trip with the school. These children were therefore excluded from the school trip as well as excluded from the class discussions about the trip that took place on numerous occasions on the lead up to the trip. In conclusion, whilst taking into account the areas selected for discussion, CfE, teaching and assessment strategies, ASN and Child poverty, an inclusive school is one in which equality is at the heart of the teaching and learning, where every child, regardless of their ability is provided with learning experiences suited to their needs and abilities. An inclusive school is not only about the children. Instead an inclusive school includes all children, school staff, parents and other agencies, who work together to ensure that barriers to learning are removed, teachers supported and parents and children included in the school decision making. As discussed, there are implications for teachers within an inclusive school who may face challenges to their inclusive teaching practice. Challenges include the effective inclusion of children with learning difficulties, with limited resources and/or specialist support staff, the implication of CfE and the use of appropriate teaching and assessment methods. Allan (2010c) states that inclusion will benefit when teachers realise that there isnt a magic answer to inclusion or any instruction manual for teachers to follow. Therefore, to conclude, an inclusive school isnt one that has all the answers to inclusion. Instead it is one where all members of staff are committed to providing inclusive practice and equal opportunities for all children and young people. An Inclusive School is always seeking to further develop its inclusive practice, where teachers have a willingness and enthusiasm towards improving their own teaching skills and methods. 2958 words

Why is college important

Everyone in the United States wants to achieve the â€Å"American Dream†. People want to be able to provide a stable lite tor their families. A college education has been a must to grow in the work industry. But during this economic recession, college students have been having a difficult time staying in the college path, especially working class students. The lack of moral support from their families prevents these unfortunate students to finish their college education. The increase of college tuition and limited financial ald are causing students to go Into debt, making them hesitant hether they should keep studying or not.Also it's preventing students from picking needed major but because the low paycheck they are not sure if they will be able to be sustained. But college drop outs also can able be due to the unequal college preparation given in high schools. The education system needs to be reformed so students have the opportunity to choose whether they want to go to coll ege or do vocational tralnlng Instead. A college degree Is bringing more negauve aspects Into a student's life therefore students, especially from working class. must know the alternatives to be able to succeed.Most ot the students In the united states are middle or working class. In addltlon of going to school, working class students also have to get a Job to be able to help out their families. Working class students have always struggled to get by during their years in college but most ot these students have families who support their dreams of coming out of poverty and become somebody with no pressures However there are also students who lack family support and deal with these issues alone throughout college. According to the New York Times article For Poor, Leap to CollegeOften Ends in a Hard Fall, â€Å"Likely reasons [that low income students drop out of college] include soaring Incomes at the top and changes in family structure, which have left fewer low-income students with the support of two-parent homes†. These working class students have to find out their way out of college by themselves, sometimes feeling isolated and Intlmlddted by the system. Feeling under the pressure of obtaining a college degree to benefit their families they find themselves often in debt, not knowing about other options out there.Congress should start more unding towards higher education so students who truly want to conunue with college can do so without increasing their debts, Due budget cuts In education, the amount of financial aid is limited for students therefore it is more difficult to pay for their education. In the past decade college tultlon fees have been Increasing and soon enough students are not being able to receive full financial aid for their college education.Financial aid is supposed to help those students who fall below the poverty line, but since the recession hit the united states more middle class students re finding themselves in a bad situation . In the article No Aid for You: Cheating the Middle Class, Jennifer Hutchinson says â€Å"Due to this large increase In tuition, middle class families can no longer attord to pay tor their child's education, putting them in the same situation as the low-income students†. Not qualifying for grants these students take tne oTTerea loans ana every year tne amount 0T aeot Increases.Hutchinson also states that â€Å"However, unlike low-income students†¦ who could not afford college, instead of going out into the workforce after graduation, middle-class tudents are now expected to go on to college†. Nowadays a college degree is needed to get a decent paying Job and the competition for Jobs is increasing among the young college graduates. If the financial aid system is not reformed soon there is going to be more students having to leave their college education behind when no longer can go into debt. College should become cheaper so the students won't have to choose betwe en their passions versus their stability.With their debts increasing every year students are researching if their majors are worth it to pay back their debts and be able to sustain them. According to the State Public Interest Research Group's Higher Education Project, â€Å"23 percent of students who graduate from public universities would face unmanageable debt burdens if they entered teaching based upon average starting salaries. † Loans are causing college students to stay away from majors that won't have a beneficial because these majors will not have an income strong enough to hold on to.Although these students want to study something that will essentially benefit the whole society they won't be able to do so unless there is a change in the college system. Even though students are told they have to go to college, students are often found to give up as soon as they walk in the campus because they feel they are not ready for college. They try to take classes but they leave feeling overwhelmed by either the content of the class or their lack of enthusiasm to be in the classroom. In the article Why Do So Many Americans Drop Out of College? Jordan Weissman says â€Å"But once they get to class, not every student is prepared. Nor do they necessarily want to be at college, or have a clear notion of what they're doing there†¦ The economy is screaming that they need a degree. But once on campus, they don't last. † These students do not have an idea of what to make of their college education and waste resources such as classes and funds. College preparedness should start since high school. Students should also know if they are ready to take on the challenge of a college education.There should be a tougher way for students to be selected into four year institutions. Colleges should be stricter with grades once students reach high school. Also there is the importance of high school counselors working with students to help them find out what they tr uly want to do ith their life. It could help them decide if college is a place they want to be at or instead seek vocational training after high school, preventing students dropping out of college and insures that those obtaining a vocational training gain the skills to enter the work force.Students have to know the other options out there besides college. The United States needs to establish more vocational schools so that those who choose not to go to college can also succeed in the work force. As many other countries have shown, vocational training can be beneficial to the whole society. The vocational schools we ave already have shown to be mostly effective for those people who need a Job fast to sustain their families.By being able to get hands-on training, these students have more ability to qualify for a Job right away than a college graduate because they have experience in that certain field. According to the article The Secret To Germany's Low Youth Unemployment â€Å"Germ any's youth employment is the highest in Europe†¦ At the neart 0T tnat success Is a learn-on-tne-JoD apprentlcesnlp system tnat nas I ts roots In the Middle Ages but is thriving today in Germany's modern, export-oriented conomy'. These students can choose between a vocational or academic career though many chose the vocational training.Through internships, the youth are in training earning weekly wages. In order for the United States to become successful in recovering from the recession more vocational schools have to be implemented around the country so there can be equal opportunities for those who do not want to go to college. The college system in the United States needs work. Students are feeling lost without moral support from their families. Limited financial aid is forcing more low nd middle class students to go into debt in order to continue their college education.High schools need to start preparing their students for the years ahead in college. But most importantly it is showing that college is not the only option available for students who know they cannot make it through the years. People need to start realizing that college is not for everyone and that vocational schools can be a positive way to increment work force in this country. Vocational schools are also successful in creating educated people. In the long run there will be a positive outcome for students in their future lives.

An Definition Of Domestic Violence Essay - 1208 Words

The definition of domestic violence, or intimate partner violence, is a multiple or single incidence of abusive behavior that uses oppression, threats, isolation, and fear that often results in psychological and/or emotional trauma. Intimate partner violence is not a specific gender issue; a common assumption is that victims of abusive relationships are only women, which is a false belief. According to the National Coalition Against Domestic Violence, 1 in 4 men have experience some type of psychological and/or physical violence by their partner (2014). Partner abuse, or domestic violence is a big social problem in the United States. Alone in Texas, the NCADV reported that there were 76,704 victims of abuse by current or former spouses. They also reported 114 Texan women were killed by their partners. This is more than 10% of the national total (2015). No matter the age, gender or race, everyone is exposed to this threat. A recent report by the NCADV also reveals that 75% of Texans r anging from 16 to 24-year-olds have experienced violence by their partners, or know someone (2015). This is definitely a scary high number. Another common assumption is that it is only the victims the ones who suffer. This is not exactly true. Child Abuse Neglect written by Stephanie Holt, Helen Buckley and Sadhbh finds that, â€Å"children and adolescents living with domestic violence are at increased risk of experiencing emotional, physical and sexual abuse, of developing emotional and behavioralShow MoreRelatedThe Issue of Domestic Violence and Abuse1204 Words   |  5 Pagesof her own family. (C,J Newton, 2011) Domestic Violence and Abuse can be defined as threatening behavior or controlling behavior and violence of those over the age of 16 whom have been or who are an intimate partner or family member. The abuse can consist of: psychological, emotional, sexual, financial and physical. (GOV.UK, 2013). 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The Federalist And Republican Parties - 2188 Words

American history is so full of wonderful, enticing things. A few of those enticing things include the First Continental Congress and the Second Continental Congress and how they came to be through the events leading up to them. Another captivating piece of our history is that of the formation of the Constitution along with the interesting factors and characteristics that go along with it. Finally, we have the emergence of the Federalist and Republican Parties. It is important to have an understanding of these important historical events and people so that we can fully appreciate the nation that we now refer to today as the land of opportunities and of great achievement. There were many issues that had been occurring before the First†¦show more content†¦The merchants were also fairly outraged because they saw this as a monopoly for the selling of tea in the colonies. So, colonists were infuriated and refused to allow the East India Company tea to be shipped into the colonies . They saw this as their most effective form of resistance to the taxation. In fact, the Sons of Liberty began to threaten the shippers who had to bring the tea into the colonies. There was a particular event in Boston that captured the Parliament’s attention. On December 16, 1773 an organized band of men who had disguised themselves as Indians, rushed onto the Dartmouth ship along with two other ships and began to empty 342 chests of tea into the Boston harbor. This allowed for the loss of nine thousand pounds (approximately eighteen thousand U.S. dollars) of profit for the British East India Company and is known as the Boston Tea Party. Similar events occurred in Annapolis, Maryland in 1774 where the residents forced merchants to burn their own ships. While this was event was awful, it was the Boston Tea Party that inspired the Parliament’s angry reaction. The reaction drawn from the Parliament was the Intolerable Acts which can be known as an American term for both the Quebec and Coercive Acts. The Coercive Act was created in the spring of 1774. This act included the Boston Port Act, the Massachusetts Government Act, the Administration of Justice Act, and the Quartering Act. The Boston Port Act was first effective on June 1, 1774. This act closed