The document discusses models of disability and inclusion in education. The medical model views impairment as the problem, while the social model sees societal barriers as the problem. The document advocates celebrating diversity and ensuring equalities to support students' self-esteem and address underachievement through social inclusion and access. It outlines legislation promoting inclusion and notes the importance of high expectations, responding to student needs, and overcoming potential barriers to learning.
Inclusive education - Definition, concept and significance of Inclusive educa...Suresh Babu
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Inclusive education - Definition, concept and significance of Inclusive education Significance of inclusive education for the education of all children in the context of right to education, Issues and problems in Inclusive education, Teacher preparation for Inclusive education â developing attitudes and competencies for inclusion.
Inclusive education - Definition, concept and significance of Inclusive educa...Suresh Babu
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Inclusive education - Definition, concept and significance of Inclusive education Significance of inclusive education for the education of all children in the context of right to education, Issues and problems in Inclusive education, Teacher preparation for Inclusive education â developing attitudes and competencies for inclusion.
What's the story?
This isn't a tale to be proud of. In the UK, the link between low socio-economic background and poor educational attainment is greater than in almost any other developed country. Nearly 50% of children claiming free school meals achieve no GCSE passes above a D grade (Cassen and Kingdon)
Educational-related inequalities have an impact throughout a childâs life. Education is linked with happiness and wellbeing and also mental and physical health and life expectancy. The more you learn, the more you earn. You are more at risk of spending time ânot in education, employment or trainingâ if you have no qualifications.
Education matters to society â it is linked to crime rates and to the economy.
What's our story?
It doesnât have to be that way. Demography doesnât have to be destiny. This attainment gap so entrenched in our society is not inevitable. Change is possible.
At Teach First we are working in partnership with others to ensure that no childâs educational success is limited by their socio-economic background. We believe that the scale of change needed will only be achieved through the collective effort of leaders in classrooms, in schools and throughout society. Each must challenge and change the status quo child by child, classroom by classroom, school by school, community by community until educational disadvantage becomes a work of fiction, not fact.
We start by recruiting people with the potential to be inspirational teachers who embark on a rigorous two-year Leadership Development Programme. Through this they develop their teaching and leadership skills needed to raise the achievement, aspiration and access to opportunities of pupils from low-income communities. Beyond this they are motivated to tackle educational disadvantage in the long term as Teach First ambassadors.
What's your story?
Teach First cannot solve this problem alone. We work with individuals, schools, universities and businesses to achieve our aims. You too can play your role in creating a happy end to this story.
http://www.teachfirst.org.uk/tellingthestory
Learner Rights and Teacher Responsibilities 8-5-2019_update2justcorey2015
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In this Presentation, we will discuss the following:
1. Introduction of special education
2. Three relevant laws and policies at the state and federal level
3. Expectations of the profession
4. Codes of ethics
5. Professional standards of practice, including:
6. Practices for advocating to meet the needs of all learners
7. Practices to promote learners meeting their full potential
8. Practices to demonstrate respect for learners as individuals with differing personal and family backgrounds and various skills, abilities, and interests
9. Practices to demonstrate collaboration with learners, families, and colleagues
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
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Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
OPEN EDUCATION BRIDGING THE GAP INEQUALITY OF HIGHER EDUCATION OPPORTUNITY
(Case: E-Learning Strategy Indonesian Open Distance Education)
Devi Ayuni
Andy Mulyana
Ginta Ginting
UNIVERSITAS TERBUKA, INDONESIA
What's the story?
This isn't a tale to be proud of. In the UK, the link between low socio-economic background and poor educational attainment is greater than in almost any other developed country. Nearly 50% of children claiming free school meals achieve no GCSE passes above a D grade (Cassen and Kingdon)
Educational-related inequalities have an impact throughout a childâs life. Education is linked with happiness and wellbeing and also mental and physical health and life expectancy. The more you learn, the more you earn. You are more at risk of spending time ânot in education, employment or trainingâ if you have no qualifications.
Education matters to society â it is linked to crime rates and to the economy.
What's our story?
It doesnât have to be that way. Demography doesnât have to be destiny. This attainment gap so entrenched in our society is not inevitable. Change is possible.
At Teach First we are working in partnership with others to ensure that no childâs educational success is limited by their socio-economic background. We believe that the scale of change needed will only be achieved through the collective effort of leaders in classrooms, in schools and throughout society. Each must challenge and change the status quo child by child, classroom by classroom, school by school, community by community until educational disadvantage becomes a work of fiction, not fact.
We start by recruiting people with the potential to be inspirational teachers who embark on a rigorous two-year Leadership Development Programme. Through this they develop their teaching and leadership skills needed to raise the achievement, aspiration and access to opportunities of pupils from low-income communities. Beyond this they are motivated to tackle educational disadvantage in the long term as Teach First ambassadors.
What's your story?
Teach First cannot solve this problem alone. We work with individuals, schools, universities and businesses to achieve our aims. You too can play your role in creating a happy end to this story.
http://www.teachfirst.org.uk/tellingthestory
Learner Rights and Teacher Responsibilities 8-5-2019_update2justcorey2015
Â
In this Presentation, we will discuss the following:
1. Introduction of special education
2. Three relevant laws and policies at the state and federal level
3. Expectations of the profession
4. Codes of ethics
5. Professional standards of practice, including:
6. Practices for advocating to meet the needs of all learners
7. Practices to promote learners meeting their full potential
8. Practices to demonstrate respect for learners as individuals with differing personal and family backgrounds and various skills, abilities, and interests
9. Practices to demonstrate collaboration with learners, families, and colleagues
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Â
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
OPEN EDUCATION BRIDGING THE GAP INEQUALITY OF HIGHER EDUCATION OPPORTUNITY
(Case: E-Learning Strategy Indonesian Open Distance Education)
Devi Ayuni
Andy Mulyana
Ginta Ginting
UNIVERSITAS TERBUKA, INDONESIA
Barriers To E-Learning Job Training Presentation (no sound)Lisa Ronald
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Learning at work as an employee is inherently different from being a student in an academic setting and, as such, is beset with different challenges. As trends in the adoption of e-learning for the delivery of job training increase, new challenges related to distance learning with technology have also emerged. Recognition that continued learning in the workplace, now via technological methods, is required for maintaining proficiency and achieving career goals means that understanding the challenges unique to learning at work is paramount.
This qualitative study explored barriers to successful online job learning. Interviews with thirty federal government employees from the Forest Service and National Park Service enrolled in an online wilderness planning course revealed that attrition frameworks typically used to describe barriers to persistence in academia and distance education only partially describe hindering factors relevant to workplace learning. Although these hindering factors can generally be categorized as workplace; personality trait, and preference; course design/structure; or technology barriers, such categorization oversimplifies the true nature of employeesâ struggles to learn on the job.
This study's findings reveal three overarching systemic problems: 1) illusion of convenience, 2) absence of deeper learning, and 3) lack of an organizational culture of learning. These systemic problems demonstrate that complex interactions between various barriers create a cyclic system often preventing attainment of student-controlled, student-centered learning, two benefits of self-paced study. Other barrier interactions can foster employment of superficial, rather than deep, learning strategies possibly leaving employees ill-prepared to negotiate the situations for which they are supposedly being trained. Cultural elements of the structure and organization of work suggest that workplace learning is devalued, under-recognized and often unsupported, making the challenges to adaptation in an increasingly technological era even more significant.
Barriers To E-Learning In Job Training--Government Employee Experiences In An...Lisa Ronald
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Learning at work as an employee is inherently different from being a student in an academic setting and, as such, is beset with different challenges. As trends in the adoption of e-learning for the delivery of job training increase, new challenges related to distance learning with technology have also emerged. Recognition that continued learning in the workplace, now via technological methods, is required for maintaining proficiency and achieving career goals means that understanding the challenges unique to learning at work is paramount.
This qualitative study explored barriers to successful online job learning. Interviews with thirty federal government employees from the Forest Service and National Park Service enrolled in an online wilderness planning course revealed that attrition frameworks typically used to describe barriers to persistence in academia and distance education only partially describe hindering factors relevant to workplace learning. Although these hindering factors can generally be categorized as workplace; personality trait, and preference; course design/structure; or technology barriers, such categorization oversimplifies the true nature of employeesâ struggles to learn on the job.
This study's findings reveal three overarching systemic problems: 1) illusion of convenience, 2) absence of deeper learning, and 3) lack of an organizational culture of learning. These systemic problems demonstrate that complex interactions between various barriers create a cyclic system often preventing attainment of student-controlled, student-centered learning, two benefits of self-paced study. Other barrier interactions can foster employment of superficial, rather than deep, learning strategies possibly leaving employees ill-prepared to negotiate the situations for which they are supposedly being trained. Cultural elements of the structure and organization of work suggest that workplace learning is devalued, under-recognized and often unsupported, making the challenges to adaptation in an increasingly technological era even more significant.
Dr. Aries Cobb is an expert in the field of Distance Education, Distance Learning, Instructional Technology, Technology-Supported Cooperative Learning, e-Portfolio, e-Learning and Educational Technology. Dr. Aries Cobb, Faculty , Lecturer, & Researcher, is known for website design and e-Learning course development. Dr. Aries Cobb has published book chapters, a book and high-quality refereed & national journal article publications on the subject matter of e-Learning and Distance Education. Dr. Cobb is a faculty member, Lecturer and Instructor of Instructional Technology Distance Education (ITDE) in the Department of Curriculum and Foundations and Multicultural Engagement at Cleveland Sate University (CSU) and Notre Dame College of Ohio. Dr. Aries Cobb is a skilled Distance Education course development expert. Dr. Aries Cobb created the Slide Share "How Does Distance Learning Connect You To Different Cultures?"Dr. Aries Cobb, course designer and a researcher of Instructional Technology Distance Education (ITDE) and e-Learning for Educators and children. Dr. Aries Cobb, researcher, expert & scholar, is known for e-Learning, instructional technology & assistive technology, distance education course design.
ariescobb.com
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
1.4 modern child centered education - mahatma gandhi-2.pptx
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EV682 Developing an Inclusive Learning Environment
1. EV682 Developing a positive learning environment - diversity
and inclusion
2. THE MEDICAL MODEL AND THE SOCIAL
MODEL
The Medical Model
ď˘
The impairment is the
problem
The Social Model
ď˘
The structures within
society are the problem
3.
4. WHY CELEBRATE DIVERSITY, WHY ENSURE
EQUALITIES?
Support young childrenâs self esteem, identity and
confidence
ď˘ Address underachievement:
ď˘ Social inclusion-Full participation in society
ď˘ equality of access: encourage parent/carer and
community participation
ď˘ Encourage (self?)respect and citizenship
ď˘
ď˘
Poverty- Field, Allen review, Sure start etc
5. Some of
The PaperworkâŚ
ď§1981 Education Act
ď§1988 Education Act
ď§1989 UN Childrenâs Act
ď§1993 Education Act
ď§1994 SEN Code of Practice
ď§1996 Education Act
ď§2001 SEN Code
ď§2002 DRC Code
ď§2003 Excellence & Enjoyment
ď§2004 Every Child Matters
ď§2004: âRemoving barriers to achievementâ
ď§2008:Framework for a Fairer Future
ď§2010:The Equality Act
ď§2011: Support and aspiration:
ď§2012: Support and aspiration: progress and next
steps
6. NEW NATIONAL CURRICULUM INCLUSION
STATEMENT
Setting suitable challenges
ď˘ 4.1 Teachers should set high expectations for every pupil.
They should plan stretching work for pupils whose
attainment is significantly above the expected standard.
They have an even greater obligation to plan lessons for
pupils who have low levels of prior attainment or come from
disadvantaged backgrounds. Teachers should use
appropriate assessment to set targets which are
deliberately ambitious.
Responding to pupilsâ needs and overcoming potential
barriers for individuals and groups of pupils
ď˘ 4.2 Teachers should take account of their duties under
equal opportunities legislation that covers
race, disability, sex, religion or belief, sexual
orientation, pregnancy and maternity, and gender
reassignment.
7. DEVELOPMENT MATTERS (2012)
âChildren have a right, spelled out in the United Nations
Convention on the Rights of the Child, to provision
which enables them to develop their
personalities, talents and abilities irrespective of
ethnicity, culture or religion, home language, family
background, learning difficulties, disabilities or
gender.â p1
8. THE PUBLIC SECTOR EQUALITY DUTY
ď˘
5.1 The Equality Act 2010 introduced a single Public Sector
Equality Duty (PSED) (sometimes also referred to as the
âgeneral dutyâ) that applies to public bodies, including
maintained schools and Academies, and which extends to all
protected characteristics - race, disability, sex, age, religion or
belief, sexual orientation, pregnancy and maternity and gender
reassignment. This combined equality duty came into effect in
April 2011. It has three main elements
ď˘
Eliminate discrimination and other conduct that is prohibited by the
Act,
ď Advance equality of opportunity between people who share a
protected characteristic and people who do not share it,
ď Foster good relations across all characteristics - between people
who share a protected characteristic and people who do not share
it.
9. âWe will remove the bias towards
inclusion and propose to strengthen
parental choice by improving the range
and diversity of schools from which
parents can choose, making sure they
are aware of the options available to
them and by changing statutory
guidance for local authoritiesâ.
â˘Single category of SEN
â˘Single assessment process
â˘Education, Health and Care plan
(statutory protection)
â˘More transparency for parents
â˘Personal budgets for parents (2014)
â˘Improve the range and diversity of
schools from which parents can
choose
Source: DfE (2011) Support and aspiration: A new approach to special educational needs and disability, [Online] Address:
http://www.education.gov.uk/publications/eOrderingDownload/Green-Paper-SEN.pdf (Access date: 10th March 2011)
10. WHERE DO WE STAND?
TEACHERS EXPECTATIONS
â˘
â˘
â˘
â˘
â˘
Teachers may not examine their own assumptions and
prejudices
Teachers are aware that equal opportunity and equality
issues are potentially explosive and may therefore ignore
them
Some teachers believe it is not their job to get involved
Teachers say they never hear children expressing racist
attitudes
Teachers believe certain children fit in well (Can still hold
generalised negative attitudes of a group of people)
Gaine (1995)
13. BART STRUGGLES AT SCHOOL
ď˘What
question does this raise
for you regarding inclusion?
ď˘What do you think are the key
messages coming from the
clip?
ď˘Have you seen practice like
this on placement?
14. âOf course, diversity has implications that
reach beyond the classroom. Differences in
culture, gender, language and wealth shape
the totality of young lives. Sometimes these
differences appear closely connected with
educational success, but not all of them and
not for every child.â
(Alexander, 2010) p110.
15. BEAUTY AND THE BEAST
ď˘
http://www.channel4.com/programmes/beauty-thebeast-ugly-face-of-prejudice/videos/all/judging-bylooks
17. BARRIERS TO LEARNING AND
PARTICIPATION
Physical
ď˘ Psychological
ď˘ Social
ď˘ Cultural
ď˘ Environmental
ď˘ Who may be affected? How can these barriers be
removed/minimised?
ď˘
18. WHAT ARE POTENTIAL BARRIERS?
adult
expectations
society
Deficit
model
EthosPolicies
Physical
organisation
e.g. access
child
family
schooling
Home-school
relations
Resources,
books, toys
19. What is Inclusion?
Inclusive education describes the process by which a
school or setting attempts to respond to all children
as individuals by reconsidering and restructuring its
curricular organisation and provision and allocating
resources to enhance equality of opportunity.
Through this process, the school or setting builds its
capacity to accept all children from the local
community who wish to attend and in so
doing, reduces the need to exclude children.
Adapted from Sebba and Ainscow 1996
19
20. WAYS OF THINKING ABOUT âFAIRâ TREATMENT
People should be treated according to their merit
or what they deserve
ď˘ People should be treated according to what they
need
ď˘ Everyone should be treated equally and in the
same way
ď˘
(see Smith, E. (2012) Key Issues in Education and
Social Justice. London: Sage, p7)
21. USEFUL RESOURCES FOR SUPPORTING THE
INCLUSION OF ALL LEARNERS INCLUDING
THOSE WITH
SEND
http://www.brighton.ac.uk/education/environment/reso
urces/sen.php?PageId=312
22. REFERENCES
ď˘
ď˘
ď˘
ď˘
ď˘
ď˘
Alexander, R. (Ed). (2010) Children, their World, their
Education: final report from the Cambridge Primary Review.
London: Routledge
Blair, M (2002) in Cole âEducation for allâ
Dunne, M. and Gazeley, L. http://www.incoeducation.co.uk/cms/cms_features_benefits/website_accessi
bility
Hodkinson, A. and Vickerman, P. (2009) Key Issues in Special
Educational Needs and Inclusion, London: Sage
Matheson, D. ed. (2008) An Introduction to the Study of
Education. 3rd ed. Oxon: Routledge
Thomas, G. and Loxley, A. (2001) Deconstructing Special
educational and Constructing Inclusion, Buckingham: Open
University
23. REFERENCES
ď˘
ď˘
ď˘
ď˘
ď˘
ď˘
ď˘
ď˘
ď˘
ď˘
ď˘
ď˘
http://www.deafnessatbirth.org.uk/content2/practice/know/04/content.pdf
www.dfee.gov.uk/sen
Multiverse web site
Ofsted website
Removing barriers to achievement: the government strategy for SEN
(DfES2004m)
Leading on inclusion (DfES 2005m)
Promoting inclusion and tackling underperformance (DfES 2005o)
Educational inequality (OFSTED 2000 HMI232
Bhattacharyya, Ison and Blair 2003 âMinority ethnic attainment and
participation in education and training: the evidenceâ DfES
Malik, H (1998) A practical guide to Equal Opportunities
Mittler (2000) âworking towards inclusive educationâ
(see Smith, E. (2012) Key Issues in Education and Social Justice.
London: Sage, p7)
Editor's Notes
This is one model and can be applied to all children in respect of race , gender, SEND etcThe medical model implies that there is something wrong with the individual, that the individual can be fixed.The social model implies that there are barriers to be overcome so that all individuals can function well in society.And this leads us to a rights based approach rather than a charity based approach.Weâre going to look very briefly at the History of Inclusion and Iâd like you to consider what model each of these key point sin history reflects.Legislation reflects the move from medical to social and back to medical ie parents hold budgets to buy services child needs â focus back on child not environment
Non-discrimination (Article 2): The Convention applies to all children, whatever their race, religion or abilities; whatever they think or say, whatever type of family they come from. It doesnât matter where children live, what language they speak, what their parents do, whether they are boys or girls, what their culture is, whether they have a disability or whether they are rich or poor. No child should be treated unfairly on any basis.
Consider the apparent Move backwards as reflected in âeliminate â when previous legislation moved towards âpromoting inclusion and diversity â
The Green Paper states that life chances for the approx two million children and young people in England who are identified as having a special educational need (SEN), or who are disabled, are disproportionately poor.
Or we can see it like thisLearning objective â what do we want the child to learn?Access â how is the child going to access this learning?Teaching style â how can I adapt my pedagogy to support the childâs learning?
SoE web area. An excellent resource. Could be very useful to support school based work.