LIFELONG LEARNING SECTOR

Developing and managing resources in the lifelong learning sector

Developing and managing resources in the lifelong learning sector

1: Discuss the purpose of resources in relation to inclusive practice, then review a range of different types of resources, paying particular attention to their effectiveness in meeting individual learner needs.

Developing Inclusive Practice within Mathematics Inclusion is essentially about meeting the needs of all pupils, whether they are the 'gifted and talented', the average child, or the child with any 'Special Educational Needs' (SEN). The National Curriculum definition is 'providing effective learning opportunities for all pupils' - this involves removing/minimising barriers to learning and achievement. Promoting inclusion should broaden academic and social opportunities for all pupils. (WTO 2004)

Regardless to the ability of each individual pupil, inclusion will prevent children generating a feeling of inferiority which would then lead to a lack of motivation, self-confidence and most importantly learning. Inclusion allows all pupils to work and learn as independently as possible as well as developing their communication and interaction skills with their peers.

Teachers' concerns with respect to pupil friendship and participation is consistent with other research on inclusive practice. Chang (1984) reported that pupils with SEN were often classified as unpopular by their peers. Martin et al. ( 1998) noted that pupils with SEN 'often experience significant barriers to their social inclusion'. (Richard 2005 12)Although they do not say it directly, these researchers seem to suggest that friendship among pupils will not necessarily occur without some kind of intervention. This will significantly effect the learning ability of the child where practical exercises involving group work is essential to their development.

Many children with SEN do not only have to face their own difficulties, but low expectations too, whether their own, or from their wider social experience. Low expectations are evident within many lessons, mainly a cause from insufficient challenge and stimulation, which does not acknowledge a need to develop strategies, attitudes and skills, or sometimes from being in an environment where the most vulnerable learners are also placed with the most challenging behaviours. (Goldman 2004)

There is a very clear connection between SEN and behaviour, evidently, pupils with behavioural, emotional and social development needs, is one specific issue/need within SEN. Many will argue that SEN pupils with no related behavioural difficulties will at some point experience behaviour problems. In the majority of cases, SEN pupils become extremely frustrated and perturbed, by their inability and continuous struggle to perform as well as many of their peers. This has a significant impact on their behaviour, as many SEN pupils use behaviour as an escape mechanism to divert their learning difficulties, yet remain included with the class; many attempts being the centre of attention. It is understandable for any being to be frustrated and irritated through a continuous battle with their learning, and failing in comparison to others around them. (Budhwar 2004 235)

Setting classes will enable all pupils to work at their own desired level where they are comfortable, allowing them not to become bored, agitated and ...