TMA03-Including
all children.
Including All Children.
1. Introduction.
Throughout TMA03 I am going to look into and discuss inclusion in depth, talk
... [Show More] about
the importance of inclusion. I will also look at potential barriers to learning children
may face and how to overcome them.
I understand the importance of confidentiality, I have taken this into consideration
when completing TMA01. I have adhered to the BERA, 2018 ethical guidance by not
using any photographs of children, teachers or schools. When talking about a school
or child I have ensured that I changed the names in order to hide their identity and
comply with confidentiality.
(95 words)
2. What is inclusion?
Inclusion is where everyone should be given the opportunity to take part in the same
activities, be able to use all facilities that are provided and also enjoy the same
experiences as everyone else. This includes people who may have a disability,
different religious beliefs, no matter their age or gender. Inclusion these days is more
of a right.
The term “inclusion” can have many different meanings, and these in turn are
influenced by occasion and circumstances.
“The Open University. E103-Book2, pg 133”
All things considered, the idea of being inclusive is easier said than done, putting this
in place at a school or educational setting can become difficult, you may run into
some hurdles and must take into consideration all adults and children in the setting
when doing so. Being inclusive within an educational setting means to ensure that all
children that attend are included no matter their background or disability, you must
ensure they do not experience barriers to their learning.
Inclusion is a process rather than a final outcome…it is never static. A school’s
attempts to remove barriers and widen participation among its pupils represent an
ongoing cycle of review and adjustment.
“TMA03 Including all Children slideshow-Tutor Christine Screech.”
Inclusion makes us think deeply about what we want our world to be. Who do we
want as neighbours? What do we want our communities, churches, synagogues,
mosque, and schools to look like?
“Forest and Pearpoint, cited in Mason, 2005, p.88 cited in Study Topic 12, p.135”
I have benefited from working in various educational settings and classes, I have
chosen a group of students aged four and five that I have worked closely with to
demonstrate my understanding of inclusion. In this assignment I will utilize my own
case study from a placement, I will discuss the meaning of inclusion within the group
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TMA03-Including
all children.
of students, I will look at how it is structured within the setting and then reflect on
what I have written.
(327 words)
3. Rationale for additional support for your chosen focus child or group.
During my observation phase, I worked with all the children in the class, but for this
task I focused my attention on one group of children where two of the boys had
recently moved to the United Kingdom from India.
Student A and Student B were twin brothers, they also had an older sister, aged eight
who had also recently started at the same school. Both boys, as well as their sister
were not fluent in the English language and I noticed they were struggling with the
daily classroom routines, understanding and following instructions and also taking
part in tasks and activities. When the brothers started at our school Student A was a
very active child who liked to always be on the go, he did not like to remain in his
seat and therefore his concentration suffered even more. As Student A does not
speak much English we are unsure if he was showing signs of Attention Deficit
Hyperactive Disorder (ADHD), or another sort of disability, but we did start to notice
his behaviour has gotten worse.
When Students A started at our school year ago he was not receiving any kind of
support, the school put his behaviour down to the fact that because he did not speak
English, maybe he is frustrated at the fact he doesn’t understand and is acting out
due to frustration and boredom.
We noticed that Student B on the other hand was very shy, quiet and reserved during
the day. He would try his best to take part and finish activities, but you could see that
he to was beginning to show frustration.
Halfway through their first year both boys would be taken out of class, three times a
week in order to receive extra language and literacy help in order to develop their
understanding of the English language. Twice a month the children and their parents
have a meeting with the Headteacher to discuss their progress in school, what extra
support they may need, what the parents can do at home to help the boys and what
other resources the school could provide to them in order for them to be able to
progress and develop.
Some people consider inclusive education to primarily be about the schooling of
young children labelled with learning difficulties. For others it will be about schools
responding to the wide diversity of backgrounds and learning requirements of the
children who attend schools.
“The Open University. E103-Book2, pg 135”
(412 words)
4. Approaches to supporting learning for your focused child or group of children.
There are a number of key approaches mentioned in Section Three that are used in
order to help and support the two young boys at my school. The first I mentioned
was the regular out of class language and literacy lessons with a one to one. I think
this is a great way to help support the children as they are given that time to help
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TMA03-Including
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promote and develop their knowledge and understanding of the English language.
By giving them this time away from the class gives them the chance to concentrate
away from the busy classroom routine, children playing and the distractions of the
classroom. As mentioned in Section three we had noticed that Student A would
become frustrated, unable to concentrate and not keep still, where as with them
being in a calm environment with a one to one they are able to sit and concentrate
on the task at hand.
As Linet Arthur (2004) investigated the potentially unpleasant and humiliating
experience for children of being shunned or left out of groups. When she asked a
number of children about their feelings o [Show Less]