This study will critically examine and evaluate the inclusivity of a short term intervention based on the achievement of securing number bonds to twenty, in order to apply the strategy within the wider context of Maths. For reasons of confidentiality the true name of the individual has been changed. Lucy attends a one form entry Primary School and is currently in year 5. She is one of the youngest in her class and has progressed at a much slower rate than her peers. Despite receiving numerous interventions and support in various aspects of her learning over the time she has been at Primary School (often on a one to one basis), it has shown no significant impact on her attainment. It was therefore decided that the Educational Psychologist (EP)
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Opinions are divided on the subject matter of being taught in different year groups. Lauchlan and Greig (2015) argue that in an ideal world children should be included both socially and educationally in an environment where they feel welcome and where they thrive and succeed. However, to include children both socially and educationally, it can be difficult when there are external and internal barriers to learning and children have specific needs. In order for children to thrive and succeed, it could also be argued that a more targeted curriculum based on the specific needs of a child is essential, regardless as to where that might be (Warnock, 2005). In Lucy’s instance, it was decided that the year 4 curriculum would be more appropriate for her in order to progress academically. Although the Warnock report discusses whether it is necessary for children with SEN to attend specialist provision, the same could be said for within any school setting: should children join a class which is better suited to their educational needs? Being a one form entry primary school, it is difficult to move children to a better suited environment without moving them into a different year group. If the school was a larger primary school, some alterations could be made by moving the cohort around. If the child is …show more content…
Brannen (2005) believes that multi-method strategy should be adopted to serve particular theoretical, methodological and practical purposes. In this study, both quantitative and qualitative data is valuable; quantitative data relates to the inclusivity academically, whereas the qualitative data relates to the social inclusivity. The pressure of accountability, on schools as a whole and on class teachers, is huge. Thus why a large number of quantitative data is required. The assumption that all children can make the same rate of progress is clearly embedded within current educational policies (Department for Education (DfE) 2010, 2011 and 2013). There are clear parallels between the current education policies and Glazzard (2014a) who both state that a school’s effectiveness is most commonly measured through school attainment data and pupil progress with a focus of improving the outcomes of children with SEN by narrowing the gap between them and their peers. These views are consistent with Ainscow et al. (2012) who also argues that the gap will only be closed when what happens to children ‘outside’ as well as ‘inside’ school changes – this means changing how families and communities work and enrich what they have to offer something that is difficult for a school to adjust. The research by Ainscow et al. (2012) looked specifically at twenty-five urban schools within an area of poverty. They all
Opinions are divided on the subject matter of being taught in different year groups. Lauchlan and Greig (2015) argue that in an ideal world children should be included both socially and educationally in an environment where they feel welcome and where they thrive and succeed. However, to include children both socially and educationally, it can be difficult when there are external and internal barriers to learning and children have specific needs. In order for children to thrive and succeed, it could also be argued that a more targeted curriculum based on the specific needs of a child is essential, regardless as to where that might be (Warnock, 2005). In Lucy’s instance, it was decided that the year 4 curriculum would be more appropriate for her in order to progress academically. Although the Warnock report discusses whether it is necessary for children with SEN to attend specialist provision, the same could be said for within any school setting: should children join a class which is better suited to their educational needs? Being a one form entry primary school, it is difficult to move children to a better suited environment without moving them into a different year group. If the school was a larger primary school, some alterations could be made by moving the cohort around. If the child is …show more content…
Brannen (2005) believes that multi-method strategy should be adopted to serve particular theoretical, methodological and practical purposes. In this study, both quantitative and qualitative data is valuable; quantitative data relates to the inclusivity academically, whereas the qualitative data relates to the social inclusivity. The pressure of accountability, on schools as a whole and on class teachers, is huge. Thus why a large number of quantitative data is required. The assumption that all children can make the same rate of progress is clearly embedded within current educational policies (Department for Education (DfE) 2010, 2011 and 2013). There are clear parallels between the current education policies and Glazzard (2014a) who both state that a school’s effectiveness is most commonly measured through school attainment data and pupil progress with a focus of improving the outcomes of children with SEN by narrowing the gap between them and their peers. These views are consistent with Ainscow et al. (2012) who also argues that the gap will only be closed when what happens to children ‘outside’ as well as ‘inside’ school changes – this means changing how families and communities work and enrich what they have to offer something that is difficult for a school to adjust. The research by Ainscow et al. (2012) looked specifically at twenty-five urban schools within an area of poverty. They all