L3 3 Essay

Evidence record

Learner Name- Maria Knowles

CIRCLE EVIDENCE TYPE
ASSESSOR
OBSERVATION
WITNESS TESTIMONY
REFLECTIVE ACCT /DIARY ENTRY
ASSIGNMENT
SIGNATURE and DATE

28/01/2014 Unit
Learning outcome
Assess
criteria
Evidence
204

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204
L3

L3

L3

L3

L3

L3

L3

L3

L3

L3

L3

3.1

3.1

3.1

3.2

3.2

3.3

3.3

3.3

3.3

3.3

3.3

Inclusion involves making sure all children and young people are given the opportunity to access all area of the curriculum, for example, a child who has problems with their motor skills using different aid to the peers, this could be a thicker pencil which will make it easier for the child to hold or a child who has difficulties with their gross motor skills will need an aid to help them join in with PE, that way the child will not feel left out. All students and teachers should try and give all the opportunities to help all the children participate in all activities which the child feels they want to take part in or feel comfortable in trying, this will also make the child feel included with the activities and not made to feel too different from their peers.

Inclusive practice means:
Openly valuing and accepting all children
Celebrating their uniqueness and diversity
Enabling all the children to have equal opportunity to participate in all experiences.
Ensuring all children’s individuality is embraced but never overemphasised

Inclusion is all about providing Equal opportunities for all children and young people, it is paramount to provide an inclusive setting to people for example:
Ethnic minority
Asylum seekers
Travellers
Special Education Needs
Travellers
Children who need help to learn English as an additional language

An inclusive setting is one which uses a whole school approach to learning. Aiming to provide a learning environment where children and young people are happy, enjoy themselves and are secure.
Barriers are recognised and strategies used to remove them which aid the children and young people to be interested successful and proud of their own achievements as well as valuing their achievements.

There are some barriers in school that staff are aware may affect pupils development academically so they make it as accessible as possible.
Pupils are never segregated from their peers as this may make them appear to be inferior to others instead the pupil will receive support while working alongside their peers.
Children and young people are encouraged to use their voice to make heard their opinions and views weather this be in an informal manner or though the school council.
Regular training is provided to keep staff up to date on inclusion, diversity and equal opportunity policies and procedures.
The schools work in partnership with the governor’s parents, staff and pupils.
Schools work with other professionals like speech and language therapist.

All sectors that work with or come into contact with children share all the common concept of inclusion and what it is. The way it is implemented may vary depending on the organisation and what way they work with children but whatever the organisation they must always keep the child, children or young person the centre of all practises.

Early Years Foundation Stage (EYFS) and the National Curriculum give clear outlines on how the curriculum should be delivered, how to make it inclusive and to the learning and assessment of the material being taught.
The national Curriculum Inclusion statement status that schools must:

Provide a curriculum that is accessible and achievable to all pupils.
Recognise that “All pupils are entitle to high standard or education”.
Meet

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