TMA 03-Including All Children Completed

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TMA03-Including all children. Including All Children. 1. Introduction. Throughout TMA03 I am going to look into and discuss inclusion in depth, talk about the importance of inclusion. I will al ... so 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 This study source was downloaded by 100000831777157 from CourseHero.com on 07-27-2022 05:10:29 GMT -05:00 https://www.coursehero.com/file/85676433/TMA-03-Including-All-ChildrenCompleteddocx/ 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 This study source was downloaded by 100000831777157 from CourseHero.com on 07-27-2022 05:10:29 GMT -05:00 https://www.coursehero.com/file/85676433/TMA-03-Including-All-ChildrenCompleteddocx/ TMA03-Including all children. 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 More]

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