The first part of this paper explores the concepts of social justice and inclusion within the Scottish Education System. Both of which are complex theories and ultimately influence each other.
What is Social Justice? What is inclusion? How are they related? What does it mean to have an inclusive environment for students? How do we achieve this in schools? Does society play a part in how inclusion is introduced and maintained? These are just some of the questions that I endeavor to explore.
Consistently throughout the PGDE course we are studying how to become a more inclusive practitioner whether it is through campus based learning, additional readings or teaching experience in local schools. We continuously strive towards learning how to make school a more inclusive environment. This assignment exemplified with references to reading such as Government policies, legislation and research articles as well as reflecting on my own teaching experience I hope to highlight the teachers’ role in creating an inclusive environment within an individual classroom. Having studied selective literature with theories and research, which could have influenced Scottish Education Policies, I draw attention to discrepancies on matters of inclusion and social justice that exist between them and the implications they have for learning.
In part 2, I will provide a critical reflection on my own teaching practice during recent placement by making detailed connections to an appended lesson plan.
As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008).
Gov.uk (2001) states inclusion is about recognising that every child, irrespective of their background or situation are individuals, and they have the right to access a curriculum that is planned to meet their different requirements. It can be their personal, social, emotional and academic development that may be affected if the work they are given is not differentiated for their individual needs. The Equality Act
Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells (2008: p18), ensures that “[…] all learners are entitled to be treated with respect and dignity. Everyone is an individual, with different experiences, abilities and needs.” She also offers a brief explanation of inclusivity (2008: p18), which is “[…] involving all learners in relevant activities rather than excluding them for any reason directly or indirectly.” Inclusion has also been defined by John Tomlinson (1996: p26) as “the greatest degree of match or fit between individual learning requirements and provision”. In the other words, inclusive learning environment nurtures individual potential of all learners,
The framework was set out in three different themes: understanding learning, social justice and active professionalism. Under each theme, Florain and Spratt (2013), analysed a previous PGDE (Post Graduate Diploma in Education) student’s inclusive pedagogy. Under the first theme, Florain and Spratt (2013), noted that the teacher took time out and was planning for ‘everybody’, rather than set groups. This was an important factor, which had a positive impact on the class. Jones and Frederickson (2010), argue that all individual learners are different and therefore teachers should have to make time to prepare for each child. Secondly, Florain and Spratt (2013), noted that ‘co-agency’ was an important professional impact. And lastly, under the final theme, offering choice to the students and being able to professionally justify your decisions was the final implication. The exploration of an inclusive pedagogy showed the implications teachers may face to create and inclusive classroom, which will create educational equality for the next generation (Florain & Spratt
In this scholarly article, one teacher’s opinion on the use of inclusion is given. She talked about how inclusion isn’t always best for every student in all situations. She talked about many of her classroom experiences over the last 20 years and has seen many students fail and thrive in the inclusive environment. The author of this article talked about the benefits of inclusion and how it helps students socially and makes them feel included, but inclusion isn’t always best for student with more severe disabilities. She also pointed out that she taught inclusion at the highest levels was more difficult to do classes being broken down into subjects. The article made many good points about always doing what is best for all students and having
The terminology associated with this discussion is one of the main factors contributing to ineffective inclusion. What does it mean to be included? When is the inclusion complete? What is successful inclusion? How can one achieve the inclusion of all children? These questions are too open and cannot be resolved without a sole and concise explanation. ‘The term [inclusion] itself connotes a multiplicity of meanings’ (Murphy, 1996, p. 471) and as there is very little literature stating what is meant by inclusion in one concise definition, it constitutes great controversy within the matter. Therefore, the inclusion of SEN pupils within schools across England has not always been successful. Despite there being much interpretation to the terminology, integral aspects of the process can be neglected and may result in segregation still existing within some schools.
Social justice in general is defined as justice in terms of the distribution of the wealth, opportunities, and privileges, with in a society and in our present context, we can define social justice as promoting equality and freedom for all students regardless of their diversity. Social justice is applicable to all classrooms and all staff members should embrace for it by following the best practices. Accepting the students as they are irrespective of their race, gender, ethnicity, and socio economic status is the first step towards achieving social justice. Emphasizing teachers on the need to link their teaching to the real world problems and multiple perspectives, removing barriers from realities will be my second step towards achieving social
Through my theoretical and small practical understanding of inclusive education I will be embracing the concept and practice of inclusion through the use of the term Curriculum Differentiation, which is all about arranging the classroom learning environment to be more suitable for students of all types, abilities and learning capacities to have the chance to reach their own individual maximum potentials (Carpenter, 2010). Through researching and learning about inclusion I have come to believe and agree with the statement of “Diversity not Deficit” when teaching in an inclusive school or classroom (Queensland Government, 2005). This statement reflects my own personal philosophy of inclusive education, as it pushes my strong belief that education is about not seeing any of the students, their families or the
This reflection is based on the question posed, “What does Social Justice mean to you and the teaching profession.” The concept of Social Justice can be described differently by any individual whom are asked, however to fully understand this concept an individual first needs to understand their own inner feeling and knowledge of this concept.
During the ten years that I have worked in primary education inclusivity has played an increasingly important part when considering how the curriculum can be delivered and how a classroom can be managed to ensure that it is accessed by all children. Experience of working within a primary classroom has shown that the accommodation of students with Special Educational Needs (SEN) and the delivery of inclusive lessons have had a vital part to play when determining classroom
Teachers who believe in their ability to create meaningful learning experiences exert a powerful influence over the achievement of the students they interact with. Educators are currently interacting with increasing numbers of socially and culturally diverse students in their classrooms; to engage these students, issues of social justice need to be a central consideration when instructing. “Social Justice Education focuses attention on the ways in which social group differences of race and ethnicity, national origins, language, religion, gender, sexuality, class, disability, and age interact with systems of domination and subordination to privilege or disadvantage different social group members relative to each other” (Adams, Bell, Goodman,
Service- learning provides the opportunities for pre-service teachers to gain skills and knowledge to collaborate with their colleagues in their future practice (Dillard 2016, p. 2). However, it also benefits the organisation, staff, families and community members. As stated by Haines et al (2015, p. 227), all are vital ‘for ensuring the success of students in inclusive schools’. Teacher play a critical role in inclusion in the classroom. However, as stated by Britt (2014, p. 51), graduates do not know how to communicate effectively. Thus, not being prepared to collaborate to achieve an inclusive school. Service-learning allows for teachers to develop their pedagogical
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education
Social justice and inclusion have become important parts of the modern world, especially within the Scottish education system. They allow pupils to reach their full potential and to become fully integrated whilst at school, regardless of background or disability. However these terms are ever changing and require a lot of thought and determination to be fully fulfilled within schools. This paper will look at the importance of social justice and inclusion as well as considering different views on the topics. It will also focus on the teacher’s role in achieving an inclusive environment within school and the implications for learning.
Inclusive education is concerned with the education and accommodation of ALL children in society, regardless of their physical, intellectual, social, or linguistic deficits. Inclusion should also include children from disadvantaged groups, of all races and cultures as well as the gifted and the disabled (UNESCO, 2003). Inclusion tries to reduce exclusion within the education system by tackling, responding to and meeting the different needs of all learners (Booth, 1996). It involves changing the education system so that it can accommodate the unique styles and way of learning of each learner and ensure that there is quality education for all through the use of proper resources, suitable curricula, appropriate