The aim of this task is to assess whether my school fully adopts the 2014 Code of Practice (CoP) (DfE, 2014) to meet the needs of all learners. The school I work in as a teaching assistant (TA) has Pupils with special educational needs (SEN) in mainstream classes and some in the Additionally Resourced Provision (ARP) Unit. I will analyse the school’s inclusion policy which like most mainstream schools in England has been updated by the guidelines of the national policy and carefully look at how it supports the SEN provision. I will argue that the schools behaviour policy and how it is implemented impacts negatively upon inclusive practice. I will analyse how it undermines inclusion policy. I will further argue that leadership needs to develop and allow for shared expertise across various school teams. The analytical tools that will be used for this essay are the policy, legislation and reports that has been endorsed to ensure learning without barrier. The 2014 Code of Practice expects schools to embrace inclusion
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The teacher had a subtle behaviour policy for her class, which I interpreted as: “if you are not going to behave like all the other children, then you should leave my class”. Yet again, I had to consider the responsibility of the teacher to the other children in the class and how inclusively they are being considered as well. According to Kunc, (1992, pp. 38-39)”The fundamental principle of inclusive education is the valuing of diversity within the human community…. When inclusive education is fully embraced, we abandon the idea that children have to become “normal” in order to contribute to the world…. We begin to look beyond typical ways of becoming valued members of the community, and in doing so, begin to realize the achievable goal of providing all children with an authentic sense of
The teacher had a subtle behaviour policy for her class, which I interpreted as: “if you are not going to behave like all the other children, then you should leave my class”. Yet again, I had to consider the responsibility of the teacher to the other children in the class and how inclusively they are being considered as well. According to Kunc, (1992, pp. 38-39)”The fundamental principle of inclusive education is the valuing of diversity within the human community…. When inclusive education is fully embraced, we abandon the idea that children have to become “normal” in order to contribute to the world…. We begin to look beyond typical ways of becoming valued members of the community, and in doing so, begin to realize the achievable goal of providing all children with an authentic sense of