Name Professor Course Date Whole School Development and SDPs Linked to My SDP Clough and Corbett in their book theories of inclusive education talk of five territories of inclusive education. These are psycho-medical legacy, the sociological response, curricular approaches, school improvement strategies and disability studies critique…
Clough and Corbett say that first education involves professionals been given the responsibility to deal with the handicapped and ‘difficult-to-teach children. Children with special needs need to be taken from normal schools to special schools, which can adequately cater for their needs. Where teachers have special training to handle them and the facilities suit them. Social response sees special education arising from social processes. It is true to say that the education acts of 1981 with its formal structure of assessment and statementing made it possible to remove the boundaries of public expenditure and made it possible to maintain the status quo. Clough and Corbett (2006) say that the different approaches to curricular all circulate upon the fact of what we ask the learner to do, how and when we ask it. This will help the learner establish success, as the community sees it. Using Stenhouse`s research they say that in order to bring into practice classroom and teaching plans closer a teacher evaluation is needed for curriculum development to take place. They say that it is only recently in the last decade that school effectiveness was considered something important in schools. Disability studies are entirely different from educational studies. They cite the work of Oliver who wrote the paper ‘The Social and Political Context of Educational Policy: The Case of Special Needs’. Ainscow (2006) inclusion associated with children with special needs when it comes to education. This meaning is gotten from the Education Act 1986 in which inclusion was seen as an act of temporarily or permanently removing a child from school institutions because of disciplinary causes. He defines inclusion as a process that involves overcoming pressures of exclusion, instead of seeing inclusion as being stopped from attending school, seeing it as a way of discriminatory, devaluing and self protection that takes place in the schools and society There are three definitions that he gives that the majority of people can accept. The first is that inclusion a way of improving the child`s participation and reducing their exclusion from cultures, the curricula and the communities of the local schools, secondly that it is revising the practices, cultures and practices so as to deal with the different variety of students in schools, and lastly the participation, presence and achievement of children how are likely to face exclusion pressures. Practices such as the reduction of bullying and including parents and professionals in the surroundings of the school in its running are also key aspects of inclusion. Staff in learning institutions should be included when making decisions about learning and teaching activities. The various identities and family backgrounds of the students should also be put into consideration; this will support learning and boost participation of students in school work (Holye, 1). Hoyle (2008) the government wanted that every child no matter their background to have access to health and that they are safe, able to enjoy and achieve, make a positive contribution and that they are able to their economic well-being. This involves the institutions giving these services to children such as hospitals, the police and school coming together and establishing ways of delivering their services effectively. There are other challenges that the government of England has to deal with other ...
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