Inclusive Education

Part B Inclusive Education
The purpose of this assignment demonstrates examples of inclusive practice within the setting and considers recommendations on how the setting may become more inclusive. The foundations of Mosscroft Primary School is located within an area of social and economic deprivation with numbers of children eligible for free school meals recognised as well above the national average. An Ofsted report concluded that the ‘proportion of pupils with learning difficulties/disabilities is well above average and children begin nursery with skills that are well below expectations in virtually all areas of learning.’ (2007:1) Numbers of children vary in each classroom and years two and three are joined together to help lift the numbers to full capacity. This situation is mainly due to ‘families moving out of the area’ (Ofsted, 2007:1) resulting in numbers dropping significantly.
There are many contrasting views that support and define the term inclusion which can ‘often be associated with students who have impairments or students seen to have special needs.’ However the responsibility of schools to provide inclusive practice suggests that it should relate ‘to all children and young people.’ (Booth & Ainscow, 2002:1) Sebba and Ainscow (2006:9) define inclusion as a ‘process by which a school attempts to respond to all pupils as individuals by reconsidering its curricular organisation and provision.’ The provision within the setting consists of many teachers including a read and recovery teacher, support staff, a SENCO and Inclusion Co-ordinator, helping to oversee the management of the schools inclusive learning practice. Teaching assistants work alongside staff in the classrooms to help facilitate the needs of the children within their learning; this can be seen as a ‘central point to develop effective educational inclusion.’ (Cheminais, 2002:21) However, it can be noted that many teachers appear to not appreciate the help and support from several...