1. EV682 Developing a positive learning environment - diversity
and inclusion

2. THE MEDICAL MODEL AND THE SOCIAL
MODEL
The Medical Model

The impairment is the
problem
The Social Model

The structures within
society are the problem

4. WHY CELEBRATE DIVERSITY, WHY ENSURE
EQUALITIES?
Support young children’s self esteem, identity and
confidence
 Address underachievement:
 Social inclusion-Full participation in society
 equality of access: encourage parent/carer and
community participation
 Encourage (self?)respect and citizenship


Poverty- Field, Allen review, Sure start etc

5. Some of
The Paperwork…
1981 Education Act
1988 Education Act
1989 UN Children’s Act
1993 Education Act
1994 SEN Code of Practice
1996 Education Act
2001 SEN Code
2002 DRC Code
2003 Excellence & Enjoyment
2004 Every Child Matters
2004: ‘Removing barriers to achievement’
2008:Framework for a Fairer Future
2010:The Equality Act
2011: Support and aspiration:
2012: Support and aspiration: progress and next
steps

6. NEW NATIONAL CURRICULUM INCLUSION
STATEMENT
Setting suitable challenges
 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 pupils’ needs and overcoming potential
barriers for individuals and groups of pupils
 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)
“Children 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.” p1

8. THE PUBLIC SECTOR EQUALITY DUTY

5.1 The Equality Act 2010 introduced a single Public Sector
Equality Duty (PSED) (sometimes also referred to as the
‘general duty’) 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

Eliminate discrimination and other conduct that is prohibited by the
Act,
 Advance equality of opportunity between people who share a
protected characteristic and people who do not share it,
 Foster good relations across all characteristics - between people
who share a protected characteristic and people who do not share
it.

9. ‘We 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 authorities’.
•Single category of SEN
•Single assessment process
•Education, Health and Care plan
(statutory protection)
•More transparency for parents
•Personal budgets for parents (2014)
•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
•
•
•
•
•
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)

11. Learning Objectives
Setting suitable
Learning challenges
Inclusion
Access
Overcoming
potential barriers to
learning
Teaching styles
Responding to children’s
diverse needs

12. BART STRUGGLES AT SCHOOL

13. BART STRUGGLES AT SCHOOL
What
question does this raise
for you regarding inclusion?
What do you think are the key
messages coming from the
clip?
Have you seen practice like
this on placement?

14. ‘Of 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.’
(Alexander, 2010) p110.

15. BEAUTY AND THE BEAST

http://www.channel4.com/programmes/beauty-thebeast-ugly-face-of-prejudice/videos/all/judging-bylooks

16. EAL
G&T
Gender
SocialEconomic
INCLUSION
Ethnicity
Sexual
orientation
SEN/Disability
Religion/belief

17. BARRIERS TO LEARNING AND
PARTICIPATION
Physical
 Psychological
 Social
 Cultural
 Environmental
 Who may be affected? How can these barriers be
removed/minimised?


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 ‘FAIR’ TREATMENT
People should be treated according to their merit
or what they deserve
 People should be treated according to what they
need
 Everyone should be treated equally and in the
same way

(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






Alexander, R. (Ed). (2010) Children, their World, their
Education: final report from the Cambridge Primary Review.
London: Routledge
Blair, M (2002) in Cole ‘Education for all’
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












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 ‘Minority ethnic attainment and
participation in education and training: the evidence’ DfES
Malik, H (1998) A practical guide to Equal Opportunities
Mittler (2000) ‘working towards inclusive education’
(see Smith, E. (2012) Key Issues in Education and Social Justice.
London: Sage, p7)