INCLUSION OF PUPILS WITH SEN

Inclusion of Pupils with SEN



Inclusion of Pupils with SEN

Introduction

This paper will examine inclusion and its effects on pupils through our education system. Although inclusion affects all types of pupils this paper will narrow the topic down to focus on two specific groups those with disabilities or learning difficulties. This is done because these two groups have suffered from exclusion more than most and inclusion for these pupils gives great challenges to the education system as we will see. The paper will look at generic inclusion within schools and then more specifically in the subject of ICT in an inner city secondary school. Inclusion has become a major part of schools policy in the last ten years and its benefit to the long term futures of young people are now being realised. It is not as simple as making sure that pupils are merely attending school regularly, but reaches much further, so the question is posed, What is meant by the term inclusion within an educational setting?

In 1999 the DfEE offered the following description of what is meant by "inclusion": "Inclusion is a process, not a fixed state. The term can be used to mean many things including the placement of pupils with SEN in mainstream schools; the participation of all pupils in learning which leads to the highest possible levels of achievement; and the participation of young people in the full range of social experiences and opportunities once they have left school. Thus, for the great majority of children with SEN, there is never any need to consider provision outside the mainstream. The education of children with special needs is a key challenge for the nation. It is vital to the creation of a fully inclusive society, a society in which all members see themselves as valued for the contribution they make. We owe all children -whatever their particular needs and circumstances - the opportunity to develop their full potential, to contribute economically, and to play a full part as active citizens".

So if we accept this definition of inclusion the agenda would seem to be that of making sure that all children can engage fully in school life. This would include the schools aims and goals and even its culture. Not only those groups with disabilities, but all groups that have been marginalised in the past (Booth et al 2000).

Planning for inclusion means thinking about how teaching and learning can be designed to match the needs and interests of the full range of learners. These will need to be addressed both inside and outside the classroom. The learners may include:

•the gifted and talented

•learners with learning difficulties and disabilities

•learners who are learning English as an additional language

•the different needs of boys and girls

•children who are in care

•learners with social, emotional and behavioural difficulties

Young people will also bring a range of different cultural perspectives and experiences. These can be reflected in the curriculum and assessment and used to further an understanding of the ...