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Part 1

Inclusion is a comparatively new
word used in education. In today’s culture, inclusion means to be accepted? not
being segregated, to be integrated, and being treated the same as everyone else.
To comply with inclusion within a mainstream school setting, The
Education Act (1996) states that children have special educational needs if
”he/she has a learning difficulty which calls for special educational
provision to be made for him or her” this means that they would need provision
put in place for them in their designated educational setting, this would be
effective for the teacher as they would understand what and how to
differentiate for student’s needs. More importantly it is effective for the child
as they will not be excluded from their peers.

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Tony Booth and Mel Ainscow (2002)
in Index of Inclusion developing learning and participation in schools. It identifies
inclusive education as equally valuing all students and staff equally. Being
inclusive means the school is working to ensure that all children who attend,
whatever their background do not experience barriers to their learning and
participation (cited in Open University 2016, pg. 154) As such, effective models of
inclusive education not only benefit students with disabilities, but also
create an environment in which every student, including those who do not have
disabilities, has the opportunity to flourish. ‘Inclusion is a process rather
than a final outcome’ (cited in Open University 2016, pg.154) the school
attempts to remove barriers as it makes sure that all pupils are in the same
learning environment regardless of if they have special needs. This helps the
students as it encourages them to improve their self-esteem, have greater goals
and expectations, as well as improve social skills and become better prepared
for like after school.

education is when the school provides a strategy to support teachers and pupils
through inclusive practices such as teamwork, peer-strategies and innovative
practices. Children from disadvantage groups should be included in inclusion as
well as children from all races and cultures as well as the gifted and
disabled. All children thus need to be given the support that they require so
they are able to achieve success. They should also be able to feel a sense of
security and belong to a community. I witness inclusion in my working
environment as all the students belong from different communities and
background but still are in the same educational setting.

school that the child attends can claim to be inclusive (Open University 2016,
pg.154) at Guru Nanak Sikh Academy we understand the uniqueness of every child,
all children can learn and that all children have different gifts, learning
strategies, strengths and needs. 

Part 2

I currently work in a
faith school Guru Nanak Sikh Academy as a teaching assistant where 93% of the
pupils first language is not English. I closely
work with two students in year 6 student A is a EAL student with SEN needs and
Student B is a EAL student. Student A’s needs would be slightly different from
student B and requires additional support in academic and social needs.


According to (Fulton,
2016, pg. 254) “The majority of the
children in the world are bilingual.”

Students who come into schools
with very little or no understanding of the English Language, need a lot of
encouragement to learn quickly so they can access all areas of the curriculum.
They may also need additional pastoral support and creating an atmosphere where
cultural differences are appreciated and celebrated will lead to these students
integrating and succeeding well in school.


I support student A and B in
guided reading where we read a book provided by the class teacher and answer
comprehension questions. The reason for this support is because the students
are below their age-related reading level as there is lack of understanding of
the text they read. Guided reading supports as they develop skills that would
help them to read independently, fluently and by reading out load builds
confidence. Me and two students then through the reading strategies such as
looking for context clues, using inferenced and understanding syntax. Students
are able to learn and support one another, this implies with UNCRC, 1989 that
every child has rights regardless of their race, religion and abilities. Benefits
of supporting the students in guided reading is that students will develop as individual
readers and understand the context of what they are reading whilst the teacher
is then available for support and scaffold. This is one of the inclusion
strategies that provides opportunities for success and builds students’


EAL students are entitled
to the full National Curriculum programmers of study therefore the teachers and
teaching assistants have a responsibility for teaching English as well as other
subject content. This
relates to the school policy of….


Part 3

students are educated within the mainstream curriculum however their needs are
distinct. Working with EAL students I understand that communication can be
difficult therefore I make sure that verbal communication is made more visual.
For example; have a visual image and the word written in English underneath the
image. According to the school policy the work needs to be differentiated not
only to allow students to access the curriculum but to move their language on
so that they can use higher order learning skills. Many students acquire the
ability to communicate on a day to day basis in English quickly, on the other
the level of language which is needed for academic study is much deeper and
more detailed which can require support for up to ten years. EAL student is in
the centre of the English language attainment process and operates within a
learning environment. Socio-culture factors impact upon the EAL learner’s
language, cognitive and academic development.

1978) theory of sociocultural perspective where the of learning emphasises the
social and cultural of learning and the role that adult plays in supporting
that learning (Open University, 2016 pg. 78) by making sure students are
learning in a socially contracted environment as a teaching assistant I imply
group activities for EAL students where the students are able to build their
confidence by doing group activities and discussions.  

reading is one of the additional support I give to my EAL students. Similar to
Meera, aged 7 (Fulton, 2016 pg. 244) Students I work with prefer to communicate
in their mother language in school (Punjabi) therefore we have ‘Punjabi
lessons. This benefits the students as they feel comfortable speaking in
Punjabi in their Punjabi lesson. This has a positive impact on their learning
as they are already familiar with the language compared to the students who
have their first language as English.

working with EAL students I start with flashcards, this is a five-minute
activity for them of key words and phrases that they use in a regular basis
around the school. We then go through the sheets which have been translated in
their language (Punjabi) and English to support with their numeracy and
literacy. As I also speak Punjabi I am able to communicate with them verbally
and translate the words/activities that they are unsure about. However, whilst
they are speaking English I try not to intrude to make corrections but scaffold
their learning. Scaffolding has been used in different educational settings it
can be implemented among peers in peer groups where children are the same age
and social status interact with one another to solve a problem together.

the adult’s working in child A’s educational setting work together to meet
child’s ISP (individual support plan) and monitoring the progress made by the
child. we also have a SENCO (Special Educational Needs Co-Ordinator) who works
closely with the child on a weekly basis. With the ISP parent/careers are also
in partnership with the school involvement with the children to make sure they
are satisfied with the support their child is given. When supporting child A, 1:1
I am able to give my consistent attention so that the child can communicate
more English verbally than they might in a group situation. The child is able
to contribute in class activities and have more of an input this way it is part
of the learning progress. Supporting 1:1 I am able to identify the child’s
strength and weaknesses which helps me to address more consistently and fully
without giving my attention to any other student this would mean that the child
can become a better learner as it is able to ask questions if there is
uncertainty. This has a positive effect on other student as they see the support
given to all students with or without difficulties with removes barriers of


this TMA I have learnt that every child is different and a SEN child requires
additional support Inclusive education is extremely important as everyone would
be treated equally regardless of their disability. Any school that the child
attends can claim to be inclusive (Open University 2016, pg.154) at Guru Nanak
Sikh Academy we understand the uniqueness of every child, all children can
learn and that all children have different gifts, learning strategies,
strengths and needs relating to inclusive practice what recognises the
diversity of students to an approach for teaching. It enables all students to
fully participate and have access to the course content as well as demonstrate
their knowledge and strength in that curriculum subject. As the diversity of
the student body is valued as a recourse it enhances the learning experience.  A EAL child should be allowed to play and
learn and get extra support inside and outside the classroom which supports
(Vygotsky, 1978) theory of sociocultural.

a disappointing at my overall mark of 40% which is considered the bottom band D
I understand that the requirements of the assignments had only been met
adequately.  I had missed my academic
language and learning checklist which would have helped me reflect on my
learning therefore I would ensure it is completed for this time. I understand
that I have done well in referencing some parts of the assignments however they
needed some adjustments so for improvements. For this assignment, I have used
the quick referencing guide and tried my best in making sure my references are
right. As my assignment was flagged up with plagiarism I was directed to online
resource on good practice which I then completed. I now understand the
importance in referencing all context which is used from another sauce.

2: As I had done well in my part 1 TMA01 although I could have added more
module links in this assignment I have tried to link back to the model
materials as much as possible. In part 2 of TMA01 I had used my own experience
which I have done again in this assignment when referring to EAL and SEN
student A and B. In this TMA I have spent more time researching and making sure
it is in my own words I have also used module materials to clarify and enhance
my understanding of the topics that this TMA has covered.

have structured the assignment according to the structure of the TMA and worked
though the paragraphs according trying to cover all points. I have also
included the check list to make sure I have covered everything required. I
added a theory and tried to link it with the practice to my best ability and
have proof read the work to make sure it makes sense.



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