inclusion in primary schools essay

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The Inclusion of children with Autistic Spectrum Disorder in Mainstream Primary Schools

This paper explores the inclusion of children with Autistic Spectrum Disorder in mainstream primary schools in England, drawing on existing research. Following a discussion on the nature and importance of Autistic Spectrum Disorder, the paper goes on to explore two main themes: theory and policy, and the impact of inclusion on practice. The section on theory and policy considers the history of inclusive education and the importance of inclusive practice, and goes on to define and analyse the barriers to inclusion. Finally, this section analyses the specific inclusion of children with Autistic Spectrum Disorder. The section on the impact of inclusion on practice is further split into educational inclusion and social inclusion, paying particular attention to the different support and barriers affecting these issues. This paper has found that children with Autistic Spectrum Disorder are not fully included in mainstream primary schools; they experience higher rates of exclusion, lower attainment and higher rates of bullying. In order to increase the inclusion of children with Autistic Spectrum Disorder in mainstream primary schools, teachers need to address the complexity and individuality of these children and adapt their strategies accordingly. This paper concludes that the main barriers to educational and social inclusion are a lack of financial support and autism specific training for teachers.

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Rita Jordan, Professor in Autism Studies at the School of Education, University of Birmingham, gave last year's Gulliford Lecture at the University of Birmingham on 4 October 2007. This article is based upon that lecture. In it, Professor Jordan discusses the role of education in the lives of people with autistic spectrum disorders. She traces the growth in our knowledge about autistic spectrum disorders and the development of a variety of ways of responding to autism, from the highly specialised, and frequently strictly segregated, to the explicitly inclusive. She uses her analysis to draw distinctions between ‘therapeutic’ models of education and education as ‘entitlement’– and identifies problems with either paradigm. Professor Jordan closes her article by setting out her vision for a future in which there is greater flexibility and diversity and in which specialisation has a key role to play in making inclusion a working reality. The challenge of teaching pupils with autistic spectrum disorders will, argues Professor Jordan, help us all to imagine a truly inclusive model for education in which equity is achieved by treating all learners differently.

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Purpose The purpose of this paper is to present new empirical data on the experiences of 120 teachers and professionals working with autistic children and young people across different settings in Poland where autism research on inclusive education is scarce. It explores the relationship of inclusive education to the social and neurodiversity models of disability. It makes evidence-based recommendations for good practice and modelling and evaluating future education and inclusion practices. Design/methodology/approach It uses a survey approach involving a combination of qualitative and quantitative data collection and embeds practical findings in theory, including the relationship of inclusive education to the social and neurodiversity models of disability. Findings The findings include the barriers teachers and related professionals experience in facilitating inclusive teaching and learning and how the following would be useful to autistic students: opportunities to exercise respon...

rebecca wood

Growing numbers of children are being diagnosed with autism in the UK and, against a backdrop of increased legislative and administrative provisions for educational inclusion, more autistic children are being educated in mainstream primary school settings. However, while there is evidence of the continued exclusion of autistic children, their performance in school tests seems poor, and their longer-term outcomes impoverished. Meanwhile, debates continue about the nature of autism itself. My project, informed by the social model of disability, theories of language and interpretation, inclusion, difference and aspects of feminism, aims to uncover the reasons behind the difficulties autistic children are experiencing in schools, by considering if, and how they are accessing the curriculum and tests. Employing a predominantly interpretative paradigm and a case study design, and based in five mainstream primary schools in England, the views of school staff, autistic children and their pa...

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The article presents the results of a qualitative study revealing the challenges faced by primary school teachers in ensuring inclusive education for children with autism spectrum disorders (hereinafter ASD) in mainstream classrooms. Teachers face the following challenges: problem behaviour of children with ASD, difficulty in engaging children with ASD in the classroom community and common activities, difficulties in collaborating with other teachers, education support professionals, and parents.

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This qualitative study investigated how Resource Teachers: Learning and Behaviour (RTLB) provide inclusionary support for students with autism spectrum disorders from Year 1 to Year 10 in mainstream classrooms in New Zealand. Data was collected through in-depth semi-structured interviews with the eleven purposefully selected RTLBs. They reported that they used: i) a three-tiered support model, ii) facilitated professional learning and development for teachers; and iii) provided differentiated resources as inclusionary strategies for students with autism spectrum disorders in the mainstream classroom. The recommendations and limitations of the study were also discussed.

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Diversity in the Primary Classroom Essay

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Diversity in a classroom is a complex issue that needs a thorough examination. In particular, ability, special needs, and cultural backgrounds would be considered in this paper. Diversity refers to a variety of differences that are inherited to every learner. Moreover, each of the students possesses certain expectations, predispositions, and interactions that compose their identity. In order to understand the learners’ experience, it is essential to take into account classroom diversity.

The first factor under discussion is the cultural background. It goes without saying that plenty of ethnicities and nations might live together in the same community. As a result, learners from different origins study in the same class. Newly moved ethnicities might also experience several difficulties with language and adjustment to a new area. Groundwater-Smith, Ewing, and Le Cornu (2003) state that “Australian-born children of immigrant parents are also likely to have been raised in a culturally different environment and this might affect their ability to learn at school” (p. 57).

Family peculiarities affect students’ performance on the level of their expectations. In other words, some parents are strict and require excellent marks, while others prefer to help their children with studying. Finally, a teacher should be sensitive to the gender peculiarities of every learner avoiding generalizations.

The second factor consists of the special needs of learners. For instance, gifted and talented children have more inherited potential. However, this issue is rather controversial as some people argue that every student is talented in his or her own way. Howbeit, such students might need more psychological support to use their advanced skills and knowledge. Some of the talented learners tend to downplay their abilities or conceal them.

Students with disabilities present another group that requires a specific approach and programs. At the same time, the above issues might lead to the decreased isolation of children and the decline of their self-esteem. As a rule, children with disabilities do not have problems with mastering school material, yet the problem of communication with peers appears at the forefront of these students. Children at risk include those with temper tantrums or chronic illnesses and also compose diversity.

Abilities or learning styles are the third factors defining classroom diversity. Every student learns differently. According to Gardner’s multiple bits of intelligence, there are eight types of learning including linguistic, spatial, interpersonal, and others (Groundwater-Smith, Ewing, and Le Cornu, 2003). Consequently, learners might understand and remember information in a variety of ways that also should be considered by a teacher.

Seeing the above diversity issues, it seems appropriate to discuss a set of strategies aimed at providing equal learning outcomes for diversity classroom. McInerney and McInerney (2006) note that multicultural education is the best solution for the identified problem. In particular, bilingual education would suit to the learners’ expectations. Teachers might engage parents to contribute to the equal education as well. It might be performed by means of different meetings, conferences, and other mutual control measures.

Inclusive learning is another way to achieve the stated goal. Gargiulo and Metcalf (2013) consider that inclusive learning involves the formation of a joint education of children with disabilities or other peculiarities and their peers. As a result, all the children with special educational needs would be able to develop and learn together attending regular schools and having friends. The idea is that in order to get an equal education and psychological adaptation, children with special needs would actively interact with other children (Cheminais, 2013).

It should also be stressed that there is a need to provide indigenous children and children belonging to minorities with equal access to quality education on the same basis as other children. Efforts should be made to make sure that education is ensured with respect to their heritage (Petrovic, 2010). It is also necessary to make efforts to create opportunities for learning so that indigenous children and children belonging to minorities may be more aware of and maintain their cultural identity including significant aspects such as language and values (Skutnabb-Kangas & Heugh, 2012).

Being aware that some children are often insufficiently prepared for school, have learning difficulties, or do not get family support, the teachers should make maximum efforts to develop their learning motivation, to orient to the highest possible academic results, and support the interest and activity in the study (Shernoff, 2013). To this end, it is of great importance to actively involve diverse classroom members in project activities and academic studies starting with their primary class and associating with themes close to the students: the history of their family, local environment, or global issues.

Rapidly developing information and communication technologies should support education processes while reducing inequality in access to education (Ashman & Elkins, 2011). In particular, technology allows improving some functional tools such as glossary or thesaurus. Also, technology-based learning promotes children integration. For example, it is possible to design a digital storybook to share with others.

Ashman, A. F., & Elkins, J. (2011). Education for inclusion and diversity . Frenchs Forest, N.S.W.: Pearson Australia.

Cheminais, R. (2013). How to create the inclusive classroom: Removing barriers to learning . London, UK: David Fulton.

Gargiulo, R. M., & Metcalf, D. J. (2013). Teaching in today’s inclusive classrooms: A universal design for learning approach . Belmont, CA: Wadsworth Cengage Learning.

Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2003). Teaching: Challenges and dilemmas (2nd ed.). Southbank, Victoria: Thomson.

McInerney, D. & McInerney, V. (2006). Educational psychology: constructing learning (4th ed.). Frenchs Forest, N.S.W.: Pearson Education.

Petrovic, J. E. (2010). International perspectives on bilingual education: Policy, practice, and controversy . Charlotte, NC: IAP.

Shernoff, D. J. (2013). Optimal learning environments to promote student engagement . New York, NY: Springer.

Skutnabb-Kangas, T., & Heugh, K. (2012). Multilingual education and sustainable diversity work: From periphery to center . New York, NY: Routledge.

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Home — Essay Samples — Education — School — Personal Reflection on the Importance of Inclusion in the Classroom

Personal Reflection on The Importance of Inclusion in The Classroom

• Categories: Classroom Education System School

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Published: Apr 5, 2023

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Assistant Headteacher (Inclusion)

32 days remaining to apply, job start date.

1 January 2025

Closing date

16 October 2024 at 12pm (midday)

Date listed

13 September 2024

Job details

• Assistant headteacher

Visa sponsorship

Working pattern, contract type, what skills and experience we're looking for.

We are looking for someone who:

Ø Puts children at the centre of their work.

Ø Is enthusiastic and open-minded about teaching and learning.

Ø Will be proud to be a part of our school and will uphold our ethos and values.

Ø Is enthusiastic about working as part of a team at all levels: year group, phase and school.

What the school offers its staff

What we can offer:

Ø A large, friendly and enthusiastic staff team where everyone works together and is genuinely proud of what we’ve created.

Ø A forward-thinking approach to teaching and learning where risk taking is celebrated and where continuous learning is encouraged through professional development opportunities.

Ø A modern, spacious, purpose-built and well-resourced learning environment.

Ø Energetic and enthusiastic children who respond well to the creative curriculum we provide.

Further details about the role

Assistant Headteacher (Inclusion) needed for January 2025 start

Kingsleigh Primary School is an innovative, creative, forward-thinking place to learn and work. We believe in going the extra mile in everything that we do to ensure that our children have the very best start to their education. We are at the centre of the community we serve and see our role as more than just a school but a place where our children and families can truly thrive.

‘Where everyone can be great!’

If this sounds like the kind of school you would like to work in, we look forward to showing you what we are all about. Please also visit our school website (www.kingsleighprimary.co.uk) which will give you a good flavour of life at Kingsleigh Primary School. Tours of the school are recommended and can be arranged by emailing [email protected].

Please complete the attached application form and email it directly to [email protected].

Closing date/time for applications: Wednesday 16th October 2024 at midday

Interviews will be held during: w/c Monday 21st October 2024

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.

Our recruitment process follows the keeping children safe in education guidance.

Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children

You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.

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Please complete the online application.

CVs are not accepted.

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About Kingsleigh Primary School

Arranging a visit to kingsleigh primary school.

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Winton Primary School

Oswald Road, Bournemouth, Dorset, BH9 2TG

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  East African Medical Journal Journal / East African Medical Journal / Vol. 10 No. 7 (2024) / Articles (function() { function async_load(){ var s = document.createElement('script'); s.type = 'text/javascript'; s.async = true; var theUrl = 'https://www.journalquality.info/journalquality/ratings/2409-www-ajol-info-eamj'; s.src = theUrl + ( theUrl.indexOf("?") >= 0 ? "&" : "?") + 'ref=' + encodeURIComponent(window.location.href); var embedder = document.getElementById('jpps-embedder-ajol-eamj'); embedder.parentNode.insertBefore(s, embedder); } if (window.attachEvent) window.attachEvent('onload', async_load); else window.addEventListener('load', async_load, false); })();

Article sidebar, article details, main article content, knowledge and menstrual hygiene practices among adolescent girls in primary schools in narok south sub county, narok county, kenya, f. w. mwangi, m. j. kaimuri.

Objective : to examine the understanding and menstrual hygiene practices among adolescents’ girls in Narok South sub county, Kenya. Design : Cross-sectional descriptive study. Setting : Primary schools. Subject/participants : 380 adolescent girls aged 10-14. Interventions : The study included menstruating girls, excluding those with medical conditions. A three-stage sampling process was used. Data were collected via structured questionnaires and Water Sanitation and Hygiene- WASH checklists. Analysis involved descriptive and Chi-square tests. Consent was obtained from parents and children assented to the study. Result : 348 (91.8%) of participants demonstrated good knowledge of menstrual hygiene practices. 358 (94.2%) used sanitary pads while 371 (97.6%) changed absorbents at school, with three changes being the most common 154 (40.5%). Nearly all respondents 370 (97.4%) cleaned their genital areas during menstruation, primarily using plain water 191 (50.3%) or soap and water 131 (34.5%). Only 63 (16.7%) of the primary schools had dedicated changing rooms for girls, and 127 (33.3%) had accessible sanitary materials. Significant associations were observed between the class of participants (p = .001), age of menarche (p = .004), handwashing practices (p = .000), frequency and materials used for cleaning genitals (p = .000 and p = .008, respectively), and the level of knowledge on menstrual hygiene. However, no significant relationships were found between age (p = .361), type of school (p = .614), family affordability (p = .129), sources of information (p = .429), or types of sanitary materials used (p = .935) and the level of knowledge. Conclusion : Increase access to affordable menstrual hygiene products and improve sanitation infrastructure, including dedicated changing rooms and adequate water supply in schools.

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