E111-Tma02-Including All Children
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E111 – Supporting Learning in Primary Schools - TMA02
Including all children
In accordance to the ethical guidelines written by The British Education Research Association (BERA, 2004), the names of the children and school, where used, have been changed in order to maintain confidentiality and anonymity.
INTRODUCTION
I am a classroom assistant in a year one class of 29 pupils, there are 15 girls and 14 boys and of those children, 14 have English as a second language, two have SEN School Action plans and two have SEN School Action Plus plans with one child who has a statement.
For this assignment I am concentrating on the one child from my year one class, Aaron, a 6 year old boy has been diagnosed with ADHD (Attention Deficit Hyperactivity Disorder), ODD (Oppositional Defiant Disorder) and possibly Dyslexia.
He has difficulty in developing literacy and numeracy skills, which affects attainment in other curriculum areas, because of this he has fallen severely behind his peers in his progress.
Aaron presents persistent emotional and behavioural difficulties which substantially and regularly interfere with his learning.
Aaron also has communication difficulties, he finds it difficult to sound out new words and, when talking, he sometimes mispronounces his words. He also has difficulty in remembering what someone has just said to him.
Aaron has IEPs (Individual Education Plans) and a BSP (Behaviour Management/Support Plan) in place.
Words – 217
AN UNDERSTANDING OF THE CHALLENGE TO INCLUSION
Inclusion depends on the individual child coupled with the attitude and approach of the school. It ensures that every child has access to the curriculum and participation in all school activities even if they are not in the classroom full time, they still get the same inclusive access to the curriculum as all the other children in school, no matter their ability, culture, race, religion, sex, age, disability etc.-KU 1.6
Just as with Stephen Lunns...
Including all children
In accordance to the ethical guidelines written by The British Education Research Association (BERA, 2004), the names of the children and school, where used, have been changed in order to maintain confidentiality and anonymity.
INTRODUCTION
I am a classroom assistant in a year one class of 29 pupils, there are 15 girls and 14 boys and of those children, 14 have English as a second language, two have SEN School Action plans and two have SEN School Action Plus plans with one child who has a statement.
For this assignment I am concentrating on the one child from my year one class, Aaron, a 6 year old boy has been diagnosed with ADHD (Attention Deficit Hyperactivity Disorder), ODD (Oppositional Defiant Disorder) and possibly Dyslexia.
He has difficulty in developing literacy and numeracy skills, which affects attainment in other curriculum areas, because of this he has fallen severely behind his peers in his progress.
Aaron presents persistent emotional and behavioural difficulties which substantially and regularly interfere with his learning.
Aaron also has communication difficulties, he finds it difficult to sound out new words and, when talking, he sometimes mispronounces his words. He also has difficulty in remembering what someone has just said to him.
Aaron has IEPs (Individual Education Plans) and a BSP (Behaviour Management/Support Plan) in place.
Words – 217
AN UNDERSTANDING OF THE CHALLENGE TO INCLUSION
Inclusion depends on the individual child coupled with the attitude and approach of the school. It ensures that every child has access to the curriculum and participation in all school activities even if they are not in the classroom full time, they still get the same inclusive access to the curriculum as all the other children in school, no matter their ability, culture, race, religion, sex, age, disability etc.-KU 1.6
Just as with Stephen Lunns...