BERA: regardless of ethnicity, religion, gender, sexual
adhere to BERA by always changing the names of children, adults and schools in
any written work to maintain confidentiality and anonymity. I will maintain
trust and respect for children’s needs. I will be careful when I am writing
about of people I work with and will get the permission before I proceed.
Part 1- Inclusive
practice is the approach to teaching, recognising that schools should allow
diversity of students. If a child has some type of learning difficulty or
disability then a school cannot turn a child away without a good reason. The UNCRC
states that children have the right to provision rights such as food, clean
water, health care, education and housing also protection rights so they should
be protected from abuse and neglect and be provided with additional support. In
different school’s attitude, approaches and strategies are put in place to
ensure that members of staff e.g. teachers, teaching assistants etc., students
and parents are not being isolated or being excluded when wanting to be
involved. Each school has to promote equality, in School A policy they mention
that ‘they are committed to promoting the highest levels of achievement and
individual development possible in all our pupils, regardless of ethnicity,
religion, gender, sexual orientation, class nor disability.’
that when a school is asked to take on a new pupil then they will do everything
possible to take that child/young adult as a new pupil. ‘it is helpful to think of inclusion as a process rather
than a final outcome’).
Part 2- In School A, there is a child who has been diagnosed
with Autism, he is verbal, can say most words but cannot hold a conversation
if you ask him a question he will
respond by asking the same questions and if he needs or wants something he will
ask if you would like it. for example, if he would like a drink then he will
walk up to a member of staff and say ‘you want water?’ even though it suggests
that he is asking you if you would like a drink, it is his way of communicating
and his way or asking for something.
Student A is learning to write his
name and different letters of the alphabet but needs a lot of support and
direction, when an adult is trying to follow a lesson plan. Student A is from Afghanistan so English at
home isn’t the first language spoken there. English is only spoken at school
when communicating with other students and staff.
He also has difficulty turning a
sentence into a structure, he finds it difficult to order his words and thinks
that his way of speaking is typical way of speaking and thinks people will
understand him if they are meeting him for the first time.
Student B has a little more
difficulty with speaking, he cannot form words proper words and after working
with him since September I have learnt his way of communicating. Since his
first language at home is English I did not take this into account of why he cannot
pronounce words When he asks for things such as ‘biscuit’ he calls it ‘chichi’
or ‘yoghurt’ which is ‘moghurt’
From learning this and spending time
with student B, I have learnt that he has difficulty with pronouncing the right
So, to help him with this I would
work on phonics and have a speech and language therapist come into calls and
work with Student B on a 1-2-1 basis.
Additional support such as TEACCH,
ATTENTION Autism and PECS would help these children in the future by letting
them engage in the lesson and Communicate. ‘how schools respond to certain
pupils seems to relate to the category into which the children are placed In this
quote, it shows how inclusive practice is used in schools by removing barriers
for children such as race, religion, sexual orientation, disability. “Viewing certain
children as ‘others’ or ‘outsiders’ can feed into the roots of exclusionary
practice and underpin attitudes that stand as a barrier to participation.”
Approaches to supporting learning
The different types of approaches that
I spoke about in Section two are Teacch, Attention Autism and PECS.
TEACCH which stands for Treatment and Education of Autistic and Communication related handicapped Children.
Teacch started in 1966 in the USA
when it began providing services to children on the autism spectrum and their
families. It became the first comprehensive state-wide community based
programme of services for children and adults on the autism spectrum.
In School A TEACCH is a big part of
the children’s daily routine. Every morning the children come in and sit down
at their own work stations where they have 2,3 or 4 activities depending on what
their capable are and once they have finished going through the activities with
little support from the adult they go on to their daily timetable where they
take their symbol for teach and put it into the finished box.
The different activities include
posting, unifix cubes, matching pictures etc.
After the timetable, they will take a
short break in the playground and then go on to do second half of teach which is
where they work 1-2-1 with an adult on different activities.
Children with autism need a highly
structured learning environment, which helps them understand the world around them.
without this structure, most autistic students are unable to process
information in a way that allows learning to take place.
PECS stands for picture exchange
communication system. Pecs is a way for children and young adults the ability
to communicate with pictures.
If a child wants a certain activity or
a drink then they have their own personal PECS book with all symbols of things
that they like
For example if they want a packet of
crisps and depending on the stage of pecs that they are on they will either take
the symbol and pass it to the adult or have to get up from the chair and walk
to the adult and pass it to them in exchange for their item.
In School A, PECS is normally used
during snack/lunch time and during a speech and language session, but can be
used anywhere, some parents like to carry it out at home because it helps them
communicate with their child.
‘Pecs is important because it is a
functional communication system that develops important communication and
social skills between the student and adult.’
External agencies are normally used
within a primary school to help support children with special educational needs
‘Pupils receive the provision set out
in their statement of education needs/ education health and care plan (EHCP) to
identify and respond to the changing needs of pupils’
‘in addition there is access to and
support from therapists and therapy assistants, behaviour support, VI/HI/MSI support,
moving and handling trained team. Pupils and families can expect individual
support plans appropriate to their needs.
School A have a close partnership
with different external agencies that have a big part in the childs development
I think that the two students
mentioned above would benefit from 1-2-1 support, a speech and language session
preferably once a week to help with speech I think that student A Would benefit
from a Bilingual Assistant. A good example of a bilingual teaching assistant can
be seen in study topic 7 (activity 7.4). here it shows a bilingual adult modelling
gingerbread, using English and also urdu
‘communicating is key to the
development of a childs learning and thinking skills as well as social and
emotional wellbeing. ‘
‘Language delay can significantly impact on
children’s attainment. Every child in primary schools deserves to be properly
supported and included in school life, regardless of their individual needs’
I think that every child should have
a way to communicate whether it be speaking or a communication aid such as Pecs
Pecs is important to the child, other children, the teacher and
the wider communication because as I have mentioned above this is a easiest way
for the child to communicate and is a communication aide that he/she will have
for life and be able to use it whenever and wherever they like
Once a child has mastered PECS they
will move onto an ipad which has an application called Grid2.
Grid two is the same as PECS but on
the ipad when a symbol is choosen it speaks out loudly. for example, student two will press the ‘I want’
and ‘biscuit’ symbols which will voice the senctence ‘I want biscuit’.
The Attention autism approach is a
social communication therapy. It is an activity where a group of children sit
in a semi-circle with the teacher in the middle. It must be quiet so it does
not distract the children. The adult in front of the children ha sall the
attention from the children. There is limited communication there are 4 stages:
· The orientation stage (bucket): it begins with a song and the
children are only allowed to watch and are not allowed to touch
· The sustained attention: shifting their attention to something
· The interactive stage: this allows the student to be apart
of the game and be interactive
· Refocus activity:
is to let the children watch the activity that is being modelled by the
adult and then they go offo to replicate what they have just watched.
autism is normally done throughout the week atleast three times a week
depending on each classes schedule.
A childs identity can impact on their
learning because the different emotions such as shame and guilt show that a
child is developing self-consciousness. Each child has difference in feelings
of self worth and personality shows how
a child or young adult interacts with people in a social setting and when it
comes to the academic achievements