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Part 1 Inclusion is a comparatively newword used in education. In today’s culture, inclusion means to be accepted? notbeing segregated, to be integrated, and being treated the same as everyone else.To comply with inclusion within a mainstream school setting, TheEducation Act (1996) states that children have special educational needs if”he/she has a learning difficulty which calls for special educationalprovision to be made for him or her” this means that they would need provisionput in place for them in their designated educational setting, this would beeffective for the teacher as they would understand what and how todifferentiate for student’s needs. More importantly it is effective for the childas they will not be excluded from their peers.  Tony Booth and Mel Ainscow (2002)in Index of Inclusion developing learning and participation in schools. It identifiesinclusive education as equally valuing all students and staff equally. Beinginclusive means the school is working to ensure that all children who attend,whatever their background do not experience barriers to their learning andparticipation (cited in Open University 2016, pg.

154) As such, effective models ofinclusive education not only benefit students with disabilities, but alsocreate an environment in which every student, including those who do not havedisabilities, has the opportunity to flourish. ‘Inclusion is a process ratherthan a final outcome’ (cited in Open University 2016, pg.154) the schoolattempts to remove barriers as it makes sure that all pupils are in the samelearning environment regardless of if they have special needs. This helps thestudents as it encourages them to improve their self-esteem, have greater goalsand expectations, as well as improve social skills and become better preparedfor like after school. Inclusiveeducation is when the school provides a strategy to support teachers and pupilsthrough inclusive practices such as teamwork, peer-strategies and innovativepractices.

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Children from disadvantage groups should be included in inclusion aswell as children from all races and cultures as well as the gifted anddisabled. All children thus need to be given the support that they require sothey are able to achieve success. They should also be able to feel a sense ofsecurity and belong to a community. I witness inclusion in my workingenvironment as all the students belong from different communities andbackground but still are in the same educational setting. Anyschool 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, learningstrategies, strengths and needs.  Part 2 I currently work in afaith school Guru Nanak Sikh Academy as a teaching assistant where 93% of thepupils first language is not English. I closelywork with two students in year 6 student A is a EAL student with SEN needs andStudent B is a EAL student.

Student A’s needs would be slightly different fromstudent B and requires additional support in academic and social needs.  According to (Fulton,2016, pg. 254) “The majority of thechildren in the world are bilingual.

“Students who come into schoolswith very little or no understanding of the English Language, need a lot ofencouragement to learn quickly so they can access all areas of the curriculum.They may also need additional pastoral support and creating an atmosphere wherecultural differences are appreciated and celebrated will lead to these studentsintegrating and succeeding well in school.  I support student A and B inguided reading where we read a book provided by the class teacher and answercomprehension questions.

The reason for this support is because the studentsare below their age-related reading level as there is lack of understanding ofthe text they read. Guided reading supports as they develop skills that wouldhelp them to read independently, fluently and by reading out load buildsconfidence. Me and two students then through the reading strategies such aslooking for context clues, using inferenced and understanding syntax. Studentsare able to learn and support one another, this implies with UNCRC, 1989 thatevery child has rights regardless of their race, religion and abilities. Benefitsof supporting the students in guided reading is that students will develop as individualreaders and understand the context of what they are reading whilst the teacheris then available for support and scaffold.

This is one of the inclusionstrategies that provides opportunities for success and builds students’self-esteem.  EAL students are entitledto the full National Curriculum programmers of study therefore the teachers andteaching assistants have a responsibility for teaching English as well as othersubject content. Thisrelates to the school policy of….

 Part 3EALstudents are educated within the mainstream curriculum however their needs aredistinct. Working with EAL students I understand that communication can bedifficult therefore I make sure that verbal communication is made more visual.For example; have a visual image and the word written in English underneath theimage. According to the school policy the work needs to be differentiated notonly to allow students to access the curriculum but to move their language onso that they can use higher order learning skills.

Many students acquire theability to communicate on a day to day basis in English quickly, on the otherthe level of language which is needed for academic study is much deeper andmore detailed which can require support for up to ten years. EAL student is inthe centre of the English language attainment process and operates within alearning environment. Socio-culture factors impact upon the EAL learner’slanguage, cognitive and academic development. (Vygotsky,1978) theory of sociocultural perspective where the of learning emphasises thesocial and cultural of learning and the role that adult plays in supportingthat learning (Open University, 2016 pg. 78) by making sure students arelearning in a socially contracted environment as a teaching assistant I implygroup activities for EAL students where the students are able to build theirconfidence by doing group activities and discussions.  Guidedreading is one of the additional support I give to my EAL students.

Similar toMeera, aged 7 (Fulton, 2016 pg. 244) Students I work with prefer to communicatein their mother language in school (Punjabi) therefore we have ‘Punjabilessons. This benefits the students as they feel comfortable speaking inPunjabi in their Punjabi lesson. This has a positive impact on their learningas they are already familiar with the language compared to the students whohave their first language as English. Whenworking with EAL students I start with flashcards, this is a five-minuteactivity for them of key words and phrases that they use in a regular basisaround the school. We then go through the sheets which have been translated intheir language (Punjabi) and English to support with their numeracy andliteracy. As I also speak Punjabi I am able to communicate with them verballyand translate the words/activities that they are unsure about.

However, whilstthey are speaking English I try not to intrude to make corrections but scaffoldtheir learning. Scaffolding has been used in different educational settings itcan be implemented among peers in peer groups where children are the same ageand social status interact with one another to solve a problem together. Allthe adult’s working in child A’s educational setting work together to meetchild’s ISP (individual support plan) and monitoring the progress made by thechild. we also have a SENCO (Special Educational Needs Co-Ordinator) who worksclosely with the child on a weekly basis. With the ISP parent/careers are alsoin partnership with the school involvement with the children to make sure theyare satisfied with the support their child is given. When supporting child A, 1:1I am able to give my consistent attention so that the child can communicatemore English verbally than they might in a group situation. The child is ableto contribute in class activities and have more of an input this way it is partof the learning progress. Supporting 1:1 I am able to identify the child’sstrength and weaknesses which helps me to address more consistently and fullywithout giving my attention to any other student this would mean that the childcan become a better learner as it is able to ask questions if there isuncertainty.

This has a positive effect on other student as they see the supportgiven to all students with or without difficulties with removes barriers oflearning.  Inthis TMA I have learnt that every child is different and a SEN child requiresadditional support Inclusive education is extremely important as everyone wouldbe treated equally regardless of their disability. Any school that the childattends can claim to be inclusive (Open University 2016, pg.154) at Guru NanakSikh Academy we understand the uniqueness of every child, all children canlearn and that all children have different gifts, learning strategies,strengths and needs relating to inclusive practice what recognises thediversity of students to an approach for teaching. It enables all students tofully participate and have access to the course content as well as demonstratetheir knowledge and strength in that curriculum subject. As the diversity ofthe student body is valued as a recourse it enhances the learning experience.

 A EAL child should be allowed to play andlearn and get extra support inside and outside the classroom which supports(Vygotsky, 1978) theory of sociocultural. Aftera disappointing at my overall mark of 40% which is considered the bottom band DI understand that the requirements of the assignments had only been metadequately.  I had missed my academiclanguage and learning checklist which would have helped me reflect on mylearning therefore I would ensure it is completed for this time. I understandthat I have done well in referencing some parts of the assignments however theyneeded some adjustments so for improvements. For this assignment, I have usedthe quick referencing guide and tried my best in making sure my references areright.

As my assignment was flagged up with plagiarism I was directed to onlineresource on good practice which I then completed. I now understand theimportance in referencing all context which is used from another sauce. Criterion2: As I had done well in my part 1 TMA01 although I could have added moremodule links in this assignment I have tried to link back to the modelmaterials as much as possible. In part 2 of TMA01 I had used my own experiencewhich I have done again in this assignment when referring to EAL and SENstudent A and B. In this TMA I have spent more time researching and making sureit is in my own words I have also used module materials to clarify and enhancemy understanding of the topics that this TMA has covered.

Ihave structured the assignment according to the structure of the TMA and workedthough the paragraphs according trying to cover all points. I have alsoincluded the check list to make sure I have covered everything required. Iadded a theory and tried to link it with the practice to my best ability andhave proof read the work to make sure it makes sense.  WordCount:  

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