Introduction, chosen child and my support.
In this assignment I will be outlining the support involved in mainstream inclusion, mainly with regards to a child that I support who has special needs. Government policies (influenced by the UNESCO Salamanca Statement in 1994) underline that children with special needs are entitled to the extra support and resources necessary for inclusion to take place. On a personal level, inclusion also builds on individuals self esteem and personal achievements. This should help them feel more integrated into a class setting. (ku1.2) – something I work to achieve with Lewis.
In keeping with The British Educational Research Association (BERA, 2011) all names have been changed to maintain confidentiality. In this essay I’ll refer to the child under the alias of ‘Lewis’. Lewis is 7, has speech and language delay and spends time learning within the class and in the library for 15 minute sessions, twice a week – created by myself (pps4.2). My role is to ensure that his understanding of language goes further than simple explanations and that his speech is made clearer through my constant role-modelling of tricky sounds. I base my programmes off targets in his independent education plan. I work as part of a speech unit on a voluntarily basis and was assigned Lewis by the SENCO who oversees all the programmes, timetables and the staff as well as running intervention groups for each year containing 12 children. Sometimes I’m invited to support these groups and can see how the team work on a larger scale. (pps4.2) Lewis finds school intimidating sometimes with his limited understanding and the busy environment subject to constant change throughout the day -much like ‘James’ (cited by Schofield p.196). Lewis is of a similar age and circumstance and relies on the same nurturing from myself (as opposed to James’ own mother). My support is not only academically driven but also includes the emotional welfare of the child.