Inclusion:
The concept of inclusion in schools has received increased prominence in recent times, with legislations such as the Education Act (1998), Equal status act 2000, The Education Welfare Act (2000), The Equality Act (2004), and The EPSEN (2004) further highlighting its importance. A truly inclusive school extends far beyond the presence of students in the classroom. It values diversity and is proactive in fostering the development of each student. Each student in an inclusive school, irrespective of their culture, race, religion, disability, language etc. is respected and valued, their individual needs are catered for, and their differences and individuality are celebrated (INTO and The Equality Authority, 2004).
The inclusive school …show more content…
Teachers and all staff members need to have the competence to support the learning of all students, focus on the holistic development of each student, carry out any necessary planning and differentiate lessons accordingly to facilitate the needs of all students in the classroom. Inclusion can only be embraced by adopting a child centred approach which can be achieved through the use of active learning methodologies like collaborative learning and multisensory teaching approaches. Inclusive classrooms can also be fostered though building a rapport with students, celebrating birthdays, greeting students on their arrival or sending positive notes home to acknowledge good …show more content…
For example, assessment of learning involves examining a student’s current knowledge, like a written test at the end of term. This summative type of assessment informs the teacher what a student knows once the teaching is complete. Assessment for learning, on the other hand, is congruent to the socio-constructivist view of learning and this formative type of assessment is carried out during the episodes of teaching (NCAA, 2007). It enhances a teacher’s understanding of a student and this information can then be used to bridge the gap between what students know at present and what they need to do to progress. This process corresponds to the curriculum principle that ‘the child’s existing knowledge and experience form the base for learning’ (DES & NCAA, 1999). The teacher should then provide feedback to the student, scaffold learning and work within their zone of proximal development to help progress their learning (Wiliam, 2011). Regardless of the method of assessment used, it should be laid out in such a manner that enables to student to be an ‘active agent’ in the process (DES & NCAA,
The concept of inclusion in schools has received increased prominence in recent times, with legislations such as the Education Act (1998), Equal status act 2000, The Education Welfare Act (2000), The Equality Act (2004), and The EPSEN (2004) further highlighting its importance. A truly inclusive school extends far beyond the presence of students in the classroom. It values diversity and is proactive in fostering the development of each student. Each student in an inclusive school, irrespective of their culture, race, religion, disability, language etc. is respected and valued, their individual needs are catered for, and their differences and individuality are celebrated (INTO and The Equality Authority, 2004).
The inclusive school …show more content…
Teachers and all staff members need to have the competence to support the learning of all students, focus on the holistic development of each student, carry out any necessary planning and differentiate lessons accordingly to facilitate the needs of all students in the classroom. Inclusion can only be embraced by adopting a child centred approach which can be achieved through the use of active learning methodologies like collaborative learning and multisensory teaching approaches. Inclusive classrooms can also be fostered though building a rapport with students, celebrating birthdays, greeting students on their arrival or sending positive notes home to acknowledge good …show more content…
For example, assessment of learning involves examining a student’s current knowledge, like a written test at the end of term. This summative type of assessment informs the teacher what a student knows once the teaching is complete. Assessment for learning, on the other hand, is congruent to the socio-constructivist view of learning and this formative type of assessment is carried out during the episodes of teaching (NCAA, 2007). It enhances a teacher’s understanding of a student and this information can then be used to bridge the gap between what students know at present and what they need to do to progress. This process corresponds to the curriculum principle that ‘the child’s existing knowledge and experience form the base for learning’ (DES & NCAA, 1999). The teacher should then provide feedback to the student, scaffold learning and work within their zone of proximal development to help progress their learning (Wiliam, 2011). Regardless of the method of assessment used, it should be laid out in such a manner that enables to student to be an ‘active agent’ in the process (DES & NCAA,