BALD Inclusion and Values Values and inclusive curricula
BALD Inclusion and Values
Values and inclusive curricula How we see the curriculum then determines the extent to which it can be inclusive in practice. n Some see it as a plan for action and refers to the content and purpose of an educational programme: a top down process that organises teachers and pupils into what they are doing. n A differing view is one of curricula as something we experience, where anything that goes on in an educational setting is part of that process. n
Values The ‘hidden curriculum’ can be described as factors which influence the experience of learners rather than just what is planned. An example could be the timetable, the furniture or the way pupils are grouped within the classroom environment. This may ‘exclude’ some learners or indicate some are more valued than others. n Do those who make the curriculum then hold power? Is this used for the transmission of social values and thereby maintaining social control? n As with our definition of inclusion the definition of curricula is wide, varying and influenced by many external factors. n
Curriculum One of the main issues around curriculum is that it has changed little in format since 1950’s when it was designed for industry ‘. . . we still have a curriculum model which prepared students for much more stable and certain society of the 1950’s where we knew what a subject was and what you ought to know about it. ’ (RSA. 2002, pg. 2) n ‘Every Child Matters and GIRFEC’ advocate a broader approach to education with outcomes such as healthy, safe and being able to make positive contributions as important n In Scotland The Cf. E attempts to offer alternative ways of learning and achieving as at the heart of it’s pedagogical philosphy. n
Discourse in Special Education There are two dominant discourses in Special Education n Children can be separated and require a ‘…specialist sheltered environment …where their needs can be given proper status’ Aird(2001) n Separate can never be equal, the mantra for inclusive education, informed by the harmful effects of segregation felt by disabled people. Rieser 2003 n Beginning with the values of the inclusive curriculum then requires the place of learning to become accessible and meaningful to all. n
Discourses in Special Eduction This according to Sebba and Ainscow requires the learning environment to ‘…respond to all pupils as individuals by reconsidering the school organisation and provision. Through this process, the school builds its capacity to accept all pupils from the local community who wish to attend and, in doing so reduces the need to exclude pupils. ’ 1996 n Historically segregation of disabled people by professionals determined how curricula were developed. n Segregation has not only affected those with disabilities, the structure of class divisions based on wealth and power also excluded many from the opportunities education can offer. n
Inclusion and Values In a piece of qualitative research Glizzard (2011) explored barriers to inclusion. n It suggested that practices in schools were varied and ranged from highly exclusive to highly inclusive n Attitudes and values reflected the in the study discuss the pressure on teachers to get results and have little support form senior management with little acknowledgement that inclusion is a process that takes time, patience and energy. n For some teachers the attitudinal barriers go up immediately an example was when a teacher said’. . she couldn’t cope with him before he arrived , . . . as she had to focus on getting her class through STATS. She never gave him a chance and he barricaded himself in a room and was isolated in his own room. ’ (Glazzard 2011, pg 56) n
Other barriers In Pakistan girls are excluded from state schools and campaigns to promote diversity continue across the world. n Holdsworth looks at what we can learn from looking at teachers from Asia where despite limited resources, large class sizes there are excellent examples of good practice in inclusion. n Mainly due to past history of segregation, community solidarity and expertise in utilising existing resources. n
National agendas The National curriculum in England Wales claimed to be a balanced curriculum for all, however Swann argues all does not mean all with children with diverse needs not specifically mentioned in initial documentation. n Following pressure from both professional and voluntary bodies the government was forced to consider of this, however the emphasis of the legislation offered mechanisms to allow some children to be exempt from the full curriculum. n Legislation in the form of 1988 Education Reform Act did establish in principle that all children were entitled to a curriculum which was relevant to their needs, balanced and broad. n
Curriculum for Excellence aims to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum from 3 to 18. n The curriculum includes the totality of experiences which are planned for children and young people through their education, wherever they are being educated. n Curriculum for Excellence aims to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum from 3 to 18. n The curriculum includes the totality of experiences which are planned for children and young people through their education, wherever they are being educated. n
Rhetoric Swann 1992 argues that this was an attempt to eliminate the ‘leftist’ influence in classrooms by taking away control from teachers thereby moving the curriculum to be met the needs of the economy. n In Scotland the previous 5 to 14 curriculum has been replaced by the Curriculum for Excellence. n Beginning with the rhetoric of n
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