Commentators (e.g. Pijl et al., 1997) have described inclusive education as ‘a global agenda’. The persistence of the forces that marginalise individuals or groups of learners, and also the models that would categorise them in particular ways, makes the struggle for inclusion an ongoing one.
You will see why at the start of this section we felt it important to define what we and others may mean when we use the term ‘inclusion’. This is because understanding what the term
3.1 Who is to be included?
Some critics have seen the focus on students with disabilities and difficulties in learning as distracting from the real issue, that is, the processes of inclusion and exclusion that leave many students, not simply those with disabilities, unable to participate in mainstream culture and communities (Booth, 1996). Such processes have an impact on many students, not just those with ‘special educational needs’.
In line with this way of thinking, the study of inclusion should be concern
6.1 Knowledge and society
If I have seen farther than others, it is because I was standing on the shoulders of giants.
Sir Isaac Newton (Letter to Robert Hooke, 1676)
At the foreground of this final part of the unit is one of its more important themes – that knowledge is something held, developed and perpetuated both by and in the context of communities, societies and cultures. Newton's declaration to Hooke (above
4.1 From awareness to understanding
In this section the mathematical content is more obvious as we talk explicitly about what it means to know and to think in mathematics. We will also address your own personal knowledge in the subject.
Like any other activity, doing and learning mathematics involves:
using and adapting existing knowledge;
acquiring and constructing new knowledge through thinking and learning;
building up links that enable known t
1.2 What the unit is about
This unit is about the ways in which we come to know and make sense of the world, in particular how we do this using the media of language, mathematics and science.
There are many possible theoretical positions which can be taken towards early years curricula. Some people, for example, think of children as ‘empty vessels’ which can be ‘filled’ with knowledge that is transmitted to them by adults. This view has been associated with a behaviourist approach to teaching and l
5.1 Thinking about successful teamworking
0 hours 40 minutes
The objective of this activity is:
to think about your practice in relation to working with other professionals.
2.2 Thinking about core values underpinning your work with other professionals
0 hours 40 minutes
The objective of this activity is:
to examine your own practice in relation to working with parents and other pr
By the end of this unit you should have:
examined your own practice in relation to working with other professionals in order to make your underpinning knowledge, values and beliefs explicit;
used a variety of ‘tools’ to examine the knowledge, values and beliefs underpinning your practice;
identified contradictions between your underpinning knowledge, values and beliefs and your practice;
seen where you might want to develop your p
3.4 Evolving roles in teaching
The impact of the expanding contribution of teaching assistants on the teacher's role is generally recognised as being positive. It is worth acknowledging, however, that many teachers have had to make adjustments to their practice in order to work with teaching assistants as team colleagues. Despite the presence of assistants in primary schools, the focus of much initial teacher training is on teachers working in classrooms on their own rather than as collaborators with other adults. While th
3.1 What is the value of teaching assistants?
Hilary Cremin et al. (2003) in their evaluation of the ways in which teachers and teaching assistants can work together in teams, suggest that, while there is enthusiasm for additional support, little attention is given to how this actually works in classrooms. It is true that learning support staff have been introduced into classrooms without clear research evidence that they can make a difference to children's learning, but then life often moves faster than the supply of research evidence.<
1.6 Teaching assistants in Europe
Teaching assistants and other related learning support staff are also to be found in the schools for children of British armed forces posted overseas, in the schools of other European countries and, indeed, further afield in countries such as the USA, Canada and Australia. A survey conducted by the National Union of Teachers (NUT, 1998) highlighted some interesting support roles found in European schools, and it is worthwhile to consider these in the light of the developing role of teaching a
1.4 Ways of working and contributing
The physical design of most primary schools certainly reflects the expectation that teachers work in classrooms with large numbers of children. In fact, given their large classes, most schools feel quite crowded. The employment of teaching assistants has doubled the number of adults working in some classrooms and, as Schlapp and Davidson note in the pdf document attached in Author(s):
Nuevo vocabulario relacionado con el tono de un cuento
En esta actividad podrá aprender nuevo vocabulario relacionado con el tono de un cuento y también identificará el tono de Apocalipsis.
Click 'view document' to open ‘Apocalipsis' de Marco Denevi
Distintos tipos de artesanía
En esta actividad va a poder hablar de distintos tipos de artesanía.
1 Relacione las siguientes artesanías con los materiales que se utilizan para elaborarlas. ¡Ojo!, tenga en cuenta que varias artesanías pu
El arte conceptual
En esta actividad va a estudiar más a fondo el arte conceptual.
Si usted sabe mucho sobre arte, haga el siguiente test, y luego compruebe sus respuestas leyendo el texto . Si prefier
Acaba de ver el tipo de manifestaciones artísticas que les gustan a varias personas. Ahora le pasamos la palabra a dos artistas argentinos para que definan lo que significa el arte para ellos.
1 Escuche las pist
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