Inclusion Equal Opportunities And Diversity Education Essay Essay Example for Free

Inclusion Equal Opportunities And Diversity Education Essay Essay In 21st century classrooms, there are more and more children coming from much more diverse backgrounds. Teachers need to teach these children with effective teaching methods and must therefore have pedagogical approaches that deepen their cultural understanding. Many of these children have a range of ability in language, abilities and culture. Centre for Studies on Inclusive Education (CSIE) stated that teachers must employ not only theoretically sounds but also culturally responsive pedagogy. Teachers must create a classroom culture where all children, regardless of their cultural or linguistic backgrounds are welcomed and supported and provided with the best learning opportunity. What is inclusion? Inclusive education is concerning equality and human rights. Inclusion is more than an understanding and a policy requirement. It is on the subject of respect and values which welcomes diversity in the classroom and a wider part of society. The inclusion statement n the National Curriculum (DfEE/QCA 1999) stated that differentiation from a wide variety of needs and the planning of lessons to ensure access and participation was part of normal teaching. This point was further emphasised by Overall Sangster (2007) saying that it is about meeting the different needs of as many children as possible in mainstream schooling. What are equal opportunities? Equal opportunities are about being inclusive and fair in the way you deal with all children. Treating all children the same is not enough. Overall Sangster (2007) define fair to be when the teacher meets the needs of every child as far as they can. What is diversity? Diversity is something that is becoming more and more popular in the classroom. In simple terms, diversity just means that are is a variety of different types of children in the classroom. Not only is it a professional standard to develop an understanding of the cultural diversity in their class but it is also a legal requirement (Children Act, 1989, 2004), but are these legal requirements being met? Are these evident in schools? Figures from the Department for Children, Schools and Families show that last year saw the biggest year-on-year increase in pupils from ethnic minorities. Across the country, they accounted for almost 22% in 2007 compared to 20. 6% in 2006. From these figures it is clear to see that inclusion, equal opportunities and diversity are part of the ‘norm’ classroom and need to be therefore addressed appropriately. I will now discuss what it means for a school to be inclusive and if a school is ‘effective’ does it mean that it has to be inclusive as well? I will also look at barriers to learning and how they are overcome. School Inclusion It is important for schools to be inclusive. Hayes (2004) believes that inclusion is best understood as an aim, aspiration or even a philosophy, rather than as a set of techniques that can be applied to a situation. It is important for a school to aim to be inclusive to everyone in the school, whether this is towards children, teachers or other members of staff. Inclusion tends to be regarded as ‘the right thing to do’ and it is this moral imperative than often makes teachers feel guilty about saying anything negative about inclusive policies and practices. It is important to remember that a positive attitude to inclusion has an impact on the process of developing inclusive teaching strategies (Halliwell, 2003). As a trainee teacher, it is important for me to understand that inclusion is a process that is influenced by a number of different factors and has a different meaning for everyone involved. From experience, I have seen inclusion being carried out. This occurred during assembly when the whole school came together for their Friday ‘celebration assembly’. During this assembly, birthdays were announced and the children came to the front. All teachers and children joined in with singing happy birthday while as the same time signing it. This was a lovely experience to observe. The school as a whole were including everyone. Although there are many different indicators of inclusion to reflect on such as policies, practises and experiences of individuals learning, it is also my aim to carry these out. Such policies include Inclusive Schooling (DfES 2001b). This document provides practical advice to schools and LEA’s on the inclusion framework and sets out seven principles of an inclusive education service. The Every Child Matters Policy (DfES 2003, 2004a, 2004b) has according to Arthur, Grainger and Wray (2006) ‘served to set educational inclusion within the broader context of radical change in the whole system of children’s services including explicitly shifting from intervention to prevention with services working together more effectively’. The overall aim of Every Child Matters is to reduce the number of children who experience educational failure, engage in offending or antisocial behaviour, suffer from ill health or become teenage parents (DfES 2003). The Every Child Matters aims are said to be at the heart of Children Act 2004 (Arthur, Grainger and Wray 2006). Finally, according to Overall and Sangster (2007) the idea of an inclusive school is one that will meet the needs of many pupils in a variety of ways; within special classes, through support for individuals, differentiation in the curriculum and carefully thought through teaching, is an exciting idea. This is something that I should really develop as part of my philosophy of inclusive education. Barriers Inclusion is about looking for ways of reducing the barriers to learning that may exist for children who present more challenging circumstances. Prejudice and stereotyping are often significant in creating and maintaining these barriers (Overall and Sangster 2007). Within The National Curriculum (DfEE/QCA 1999) three principles were set out to develop a more inclusive education. Within these principles, the third is to ‘overcome potential barriers to learning and assessment for individuals and group of pupils’. These groups of pupils can range from SEN to EAL to Gifted and Talented. Overcoming barriers is further emphasised in Inclusive Schooling (DfES 2001b) with one of the principles stating ‘schools, local education authorities and others should actively seek to remove barriers to learning and participation’. Overcoming potential barriers to learning and assessment is relevant to all children who have already been identified to have an emotional, mental or physical need. Teachers must plan to meet these needs and also the needs of the rest of the class at the same time. One method of doing this is to pair a pupil with EAL with a pupil who is good at English. Peer encouragement is a great way of encouraging talk. I witnessed an example with an emotionally vulnerable child. This particular child was getting frustrated and upset when they couldn’t do their times tables because other pupils around the table were counting aloud and therefore interfering with this pupil’s train of thought. To resolve this problem, the pupil was sent into a quieter room where there was full concentration of the subject. As a trainee teacher, I need to plan my lessons which overcome barriers which I may face in delivering a lesson or scheme of work. Conclusion Schools should all have an inclusion, equal opportunities and diversity policy in place and one that is being actively carried out by all pupils and members of staff. It is important that I am positive about the right for all children to be valued and to receive the best education available for them. This can be helped by implementing and receiving guidance from local education authorities or attending extra training days. From reading I have learnt to develop my own pedagogy with regard to inclusion, equal opportunities and diversity. As a training professional I have a unique opportunity to contribute to developing my own personal practice and help with developing policies with other colleagues. My aim now is to need all the needs of the children who I will be teaching both on placement now and in the future with my own class of children.

Environmental Intervention :: Informative, Health Interventions

The six types of health intervention are identified as educational, managerial, legislative, environmental, structural and individual-population methods of intervention. Education intervention, people can act purposely only when the know what to do; they are more motivated to act if they know they are personally menaced in general they prefer truth to falsehood. All dimensions can be influence by education and by knowledge seeks to produce. (14) Meanwhile, critics mention that education intervention is that knowledge flows from the top to the bottom of social hierarchy and from experts to lay people. (15). According to this position, people act in ways that profession seem unhealthy, they must do it from ignorance. (16) Managerial intervention consists of changes in work practice or management. Policies or other rules designed to guide behavior at a particular site. (17) In most cases such interventions often take place in hospital and clinics. Some example from health services include modification to rule about record keeping, second opinion or case audit as well as decision to implement in service training or second opinion continues education activities for an entire staff (18) however, this type of intervention may be completely ineffective if they are not proceeded by extensive strategies of how administrative policies and management practice influence existing behavior. Anthropologist Judith justice provide an important example of managerial intervention in Nepal when she described the failure of a problem to send assistant nurse midwives to rural areas in Nepal. (18). The program enacted largely because of international pressure, paid insufficient attention to the political context and cultu re. (19) Legislative intervention offers cover large audience and usually carries explicit premiums (e.g. tax incentives) or penalties (e.g. fines or jail terms) legislative intervention requires support from policy makers and takes time to pass and implement. (20) In some cases, legislative intervention involves a struggle between completing interest group with significant reserves at stake. The legislative changes that alternative sale tactics of nestle company in hospital cause about largely because of consumer pressure. (21) Environmental intervention changes the physical space or the use of physical space, so as to link a desire outcome inextricably with some practice (22) traffic laws focuses on the objective is to reduce the number of traffic fatalities, environmental intervention can modify how car behave in an accident through implement a traffic law. Other factors also restrict the use of environmental intervention because the category term such as place is still poorly conceptualized and measure in epidemiology.

The Effects of Dota Game Among the Players

There are many students and even some young professionals that are addicted to DotA. This is one of the computer games that can be played by many players and is one of the most popular games to young students. Many students get addicted to this game and they even spend long hours inside the computer shop just to play the game. There are studies that getting addicted in playing computer games affects their studies and this is the cause why they are lying to their parents that they need extra money for their school project but the truth is they are just using the money to rent a computer where they can play DotA with their classmates. Sometimes, in order to make the game exciting, they have a deal to pay those who won the game, so it already becomes a form of gambling. When time spent on the computer playing DotA games or cruising the Internet reaches to the point when it harms a child’s or adult’s family and social relationships, or disrupts school or work life, that person may be caught in a cycle of addiction. Like other addictions, DotA game has replaced friends and family as the source of a person’s emotional life. Increasingly, to feel good, the addicted person spends more time playing video games or searching the Internet. Time away from the computer or game causes moodiness or withdrawal. When a person spends up to ten hours a day or more rearranging or sending files, playing games, surfing the net, visiting chat rooms, instant messaging, and reading emails, that easily can reach up to seventy to eighty hours a week on-line with the computer and will result to major disruptions from work, school, and in social life.

North And South By Elizabeth Gaskell - 1364 Words

Gaskell Essay Gillian Linden North and South, by Elizabeth Gaskell, delves into the life of Margaret Hale, a nineteen year old female forced to move to the industrialized town of Milton after her father’s leave of the Church. The novel gives deep insight on the social class distinctions of mid-nineteenth century England, when the Industrial Revolution unsettled the old class structure, shifting wealth and power to manufacturers who mass-produced goods in the north. The south is representative of old traditions, while the north represents change shifted toward modernism, epitomized by self-made men like John Thornton. As Margaret makes her transition to a northern society, Gaskell comments on both the working and middle class. The working class, portrayed by Betsy, Nicholas Higgins, and Boucher shows the harsh realities of those who moved from the semi feudal countryside to work for wages in the new northern factories. Through these characters, Gaskell is able to show the true social misery in the slums. On the upper tier of the class system, the newly emerged middle class exacerbates working conditions for the workers, selfishly concerned with their personal economic gains. Through the portrayal of the characters in North and South, Gaskell is able to comment on the relationship between the struggling working class and thriving middle class, offering a conflict resolution pointing toward increased communication between the two social groups. Gaskell’s point of view isShow MoreRelatedNorth And South By Elizabeth Gaskell Essay978 Words   |  4 PagesNorth and south is considered as the significant piece of Victorian literature, written by Elizabeth Gaskell. Elizabeth Gaskell was a novelist and short story writer. Her stories usually have a contemporary attitude she emphasized more on the women’s role, complex and realistic female characters. 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Read MoreAn Analysis Of Adam Bede 1693 Words   |  7 PagesIn Chapter 17 of Adam Bede, â€Å"In Which the Story Pauses a Little†, George Eliot associates herself with fidelity in the description of rural life and customs similarly to the way Elizabeth Gaskell provides readers with an authentic relationship between class and gender in an industrialized Milton Northern. Eliot pauses her story to expand of her principle of writing with authenticity, urging artists not to focus on the â€Å"divine beauty of form,† but to â€Å"give the loving pains of a life to†¦ commonplace