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.
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Further support and Inclusive practice.
Lewis specific needs are mainly to do with his learning development. His speech is slurred and when he reads and talks his sounds get jumbled, making him sometimes incomprehensible. He also has a poor attention span that requires me to constantly keep him focused on his tasks and keep him working at a pace where his writing and speech will flow without lots of faltering. Within his class setting, Lewis struggles to keep at the pace set by the teacher and suffers low self esteem (ku1.6). I sit near him so I can repeat, explain and adapt the work to make sure he completes the work set by the teacher. This also emotionally supports him so he feels less isolated. He seems to learn best when in relaxed and emotionally supported contexts (ku1.1). Sometimes allowances are made by me and the teacher with regards to his work. It may not be to the standard of the higher achievers but as long as it fulfils the main requirements of the lesson then we can use a different approach to get the best from him. Richmond et al (2013 p.167) state that ‘many will consider inclusive education to primarily be about the schooling of young disabled people or children labelled with learning difficulties.’ However, they go on to state that people also see inclusion as ‘responding to the wide diversity of backgrounds and learning requirements’ that children attending school bring with them (ku1.5). Inclusion in practice can involve parents, staff, pupils and the community so it’s important to have trust and relationships with each party – as demonstrated in a case study by Booth and Ainscow in 2002 (Richmond et al. p.169). The study revealed that before the development of inclusion, the involvement of governors, social events with parents, staff and the opportunity for staff to discuss concerns had to be implemented (ku1.7, ku1.1). This level of involvement is similar to how Lewis’s inclusion was formatted. In my school’s inclusion policy’, (My School 2012 p.1) It is stated that ‘all children have access to physical activity. For those with particular needs the timetable, staffing and apparatus will be reviewed and outside-agency advice can be sought’ (ku1.5). Lewis works to a timetable of special need support and I am encouraged to adapt materials to his needs’. The outside-agency advice is given to the SENCO - ‘Sue’, from the Local Authority Speech and Language experts so that it filters down into programmes set by myself. Trust is also built with parent-teacher meetings to assess Lewis’s progress (ku1.7). This is a vital part of the school inclusion policy to ‘actively engage governors, parents and the community’ (My School 2013 p.1)
Approaches to support and school’s involvement.
The network of staff that I work with to support Lewis, have many different approaches to his learning attributing to his social, emotional and academic progress. I use my soft skills (cited in Stacey and Hancock p.43) to build a trusting bond...