Practising Inclusive Practice

'Could be language' is a term referred to by Helen Langer following research into how information is presented and the effect that this has on attitudes.

"If you present information in a tentative, provisional kind of way, students are much better able to use that information thoughtfully and creatively."

An example of this may be showing a class a ruler and saying 'this could be a frisbee'.  The purpose of this approach would be to encourage learners to question what they are presented with.  This is something I have a tendency to do over pretty much everything.  I like enquiry and I'm not being argumentative.  There are times when I challenge an opinion only to reach the same conclusion.  I don't think this is a bad thing; challenging can help to clarify things and provide better understanding.

During our first Inclusive Education in the Primary Classroom input we were presented with statements from the Centre for Studies on Inclusive Education.  Here are two examples:

"Inclusion in education involves:
Valuing all students and staff equally.
Acknowledge the right of students to an education in their locality"

For me these statements provide more questions than answers.

1. What is equality?
2. Where does celebrating diversity fit in?
3. Valuing people equally does not necessarily mean you are recognising them as individuals, each with unique talents and ability.
4. An education should be about more than geography and demographics.

The frustrating truth is that statements on/ about inclusion are necessary for developing understand in the field.  Yet can statements then become barriers to inclusion themselves?

I think that stereotypical prejudice can impose irrational restrictions without taking into account actual ability.  Rather than valuing all equally,  wouldn't it be better to respect everyone individually?  

This extract from the educational philosophy section of my e-portfolio that was written in first year will be interesting to keep in mind this year.  At the end of the year I will look back and reflect on how my attitudes have developed.

'Without refering to the offical policy, I do believe that every child matters and every child is entitled to a stimulating and engaging environment.  I believe in inclusion but recognise that this is not always achievable.  It can be difficult to be truly inclusive depending upon the needs of individual children and the balance must be met in order that the inclusion of an individual pupil is not to the detriment of the class.'