R5C3 Inclusion: Are all learners treated respectfully and fairly in both formal and informal interaction?
Every child certainly does matter, and ensuring that no one is ‘left behind’ is not...
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5 May 2010
Every child certainly does matter, and ensuring that no one is ‘left behind’ is not easy. Children with special educational needs within mainstream classes require particular attention to ensure that potential barriers to their learning are removed as far as possible. In the case of a physical disability this may require a practical form of provision. Inclusion is more complex for children who have some form of learning difficulty. Careful and sensitive diagnostic work is necessary.
An enduring problem for education systems is that some groups of pupils tend to underperform. The strongest pattern is that of social class but other factors such as ethnicity and gender are important too. TLRP’s inclusion projects showed how teacher expectations about capabilities influence learners – sometimes adversely (Ainscow et al 2006). Engaging positively is thus likely to be very helpful (Howes et al, 2009). Where teachers do differentiate between pupils, the effects are often reinforced by the polarizing effects of child culture.