Equal opportunity in education Is all about giving children and adults access to the same opportunity
and also giving them the ability with or without help to utilise said opportunities. It is important to
know that equal access does not mean equality of outcome. Equal opportunity acknowledges and
encourages our similarities and differences. Each individual deserves too be nurtured to reach their
potential and that is equal opportunity.
Inclusive education now informally known as inclusion is the process of improvement inside of
schools so that each child can be valued equally, treated with dignity and respect and provided with
genuine learning opportunities, this can also be achieved by removing learning blocks/obstacles. This
is eligible for SEN support and EHC ( education, health and care) for children and young people up to
age 25. Inclusion isn’t only narrowed to the two aforementioned groups it can also encapsulate
those who are : economical and socially disadvantaged, ethnic groups and traveler students.
Equality of access to talk informatively about equality of access there are two key terms we must
first define and breakdown. Equality and Equity. Equality in terms of education is all students are
treated and exposed to the same experiences, teachers, classrooms, resources, trips, events,
knowledge, curriculum, respect, dignity, ethos and values. Equity in education means that each
student can utilise the same equal treatment. We have the same equal opportunities but must be
mindful of those from poor socio-economic backgrounds, SEN needs, EHC, foreign travellers.
Equality of access is the combination and encouragement of the two terms above. This means those
who are at a disadvantage are given support such as, guided learning, support staff, specialised
learning and dietary plans, materials and technological access to financially unfortunate students.
Gifted students are given earlier access to exams and higher education.
Diversity is including many different types of people or things. It is the inclusion and acceptance of
others from different backgrounds. We must promote this through education and by also staffing
more senior members from a diversified background. We do this too create positive role models
with teachers and given them a sense of belonging and comfort. Having female head teachers and
POC in leadership teams will diversify a field.
2. What are the possible barriers to inclusion for all pupils?
Name 5 possible barriers and provide an explanation for each. Describe how each barrier could
possibly be overcome.
The first possible barrier is learners with disabilities such as wheel chairs, limited eye sight, sickle
cell. We can overcome these barriers through changes such as adding ramps and lifts, enlarging text
books and having magnifying glasses and for the final one having a trained first aiders competent in
oxygen tank replacements and dietary needs. Another barrier would be attitudes/beliefs. An
precondition state of mind to stay unwilling in embracing the agenda of inclusion or to change
existing practices can be very detrimental. This can inhibit growth for the child and inclusion. This
can be overcome by having the correct senior leaders to properly handle this change. Another
barrier would be a lack thereof for professional development. An absence of skilled workers and a
stringent investment in workshops, training, seminars, talks in assisting professional to implement
inclusion practices is another barrier. This can be overcome by employing apprentices to work as
inclusion support workers and by taking advantage of the councils occupational specialist. The fourth
barrier would be comprehension levels. Most children even those with SEN needs are usually
expected to have a minimal comprehension level and understanding basic task and commands.
However there are situations where a child may only know a certain language as they are new to the
country or struggle with basic needs. This can be overcome by hiring staff members who can
properly communicate and help n the correct way. The last barrier would be inadequate resources.
This is the hardest barrier to overcome because we may not always be able to substitute one plan of
action we had into another, those with vast experience and expertise in the field can quickly
improvise even with a lack of resources. We need senior members to fill the gaps of knowledge and
bridge the gap of lack of resources to innovating learning. .
3. How can we establish if a pupil has a specific need?
What may we start to notice regarding
a) Academic ability
b) Socialisation/behaviour
c) Physical ability
What would be the process at your school for starting to make plans to meet the pupils needs?
4. How can working with parents and carers be beneficial for inclusion?
How would partnership working encourage the positive outcomes for their children?
Working with parents and careers is uniquely beneficial because we can create a sense of urgency
and team-management in leading the child to unlocking their full potential and ability. It allows
every person within that child’s life to be on the same page and work as a unit. We can all share our
experiences, possible strategies, behaviour to look out for and we can implement a regimented
structure. For example we have created social stories & behaviour traffic light cards for the children
in nurture and one of the parents has started using them during the weekends and evenings and it
has had a tremendous affect or effect. The child will independently ask me to read him his social
story in school and this is means he will slowly internalise the message and start to act accordingly.
His behaviour has calmed down and this means we can engage in more effective learning all because
mom had implemented this small change to his at home routine. The goal is to create independence
and develop the child, as a unit we can achieve this exponentially than alone.
5. What are the benefits to the learning environment when we promote inclusion and acceptance of
others.
The benefits to the learning environment Is it sets up the children for the real world. Many times we
well see others who are different to us and we may not always like, accept or understand this. The
reality is, this is how the world works and by promoting inclusion and acceptance we are planting
the seed for a more harmonious and empathetic society. Out of the past 3,400 years only 268 were
in peace. Another benefit is children can grow up with less self-esteem and insecurity problems. The
new equality act of 2010 brought fourth the PSED. Students that have a disadvantage are cared for
and students who may be gifted are nurtured to their potential too. We have created a diverse
society that targets all ranges of people.
6. What is the current legislation relating to Equality?
Many of us are familiar with the Equality act of 2010 which replaced and eradicated prior acts such
as Sex Discrimination,Race Relations Act & Disability Discrimination Act. This also means that the
three equality duties schools were subjected too i.e – Race equality, Gender equality & Disability
equality has been replaced on the 6th of April 2011 with the PSED ( Public Sector Equality Duty).
Under this legislation schools must stridently adhere making sure they are in compliance with
inclusivity and Equality. This act states they must 1. Eliminate discrimination, harassment,
victimisation and other any conduct that is prohibited. 2. Advance equality of opportunity for a
person who shares a protected characteristic with those that don’t. 3. Foster good relations with
those who have protected characteristics and those who may not. The protected characteristic are
age, disability, gender reassignment, marriage and vigil partnership, race, religion or belief and sex.
This legislation shapes school policy by guiding them to know what is expected and will shape the
attitudes of the fourth coming generations,
7. How can we encourage children to have an awareness of the needs, abilities, beliefs and culture
of others and how they may be different to their own?
To encourage children to be open minded, value others and have a general sense of acceptance and
tolerance we must expose them to dire situations, events, people and locations. One way we have
established this is within our school it is very multicultural and an ethnic majority. Children are
exposed to people from different backgrounds, religions, ethnicity etc. We can also promote this and
make it inclusive through the incorporation of British values, culture week, black history month,
Remembrance Day. Moments like these are great opportunities to shatter any ignorance that the
child may have picked up on from their home, media, friends and the area they live within. We must
teach them that everyone person is their own unique conscious being. This is promoted throughout
the individuals academic life through R.E, school ethos and PSHE. Our personal approach to this can
be rectifying and picking up on an negative situation that inhibit the promotion of tolerance and
acceptance, this requires us to to be acutely mindful.
8. Describe a situation in your practice where you have promoted equality and inclusion
Many times when the child I am working 1-1 with is having a trigger moment or a sensory overload
the other children will watch, inherently it is their nature. After observing Ive noticed some of the
kids will say ‘’ he is being naughty’’. This term is not only detrimental to the child but also to the one
saying it. They are attaching a negative connotation to the word. In this moment I use it as a valuable
teaching experience and inform the child/children that he is not acting naughty or silly. Rather he is
learning and experience just like the rest of us and in his own way. Sometimes he may not
understand and will react like this. Just like you he also gets sad , happy and scared. Unlike you he
cannot control this all the time, he is learning. He is not naughty.