Reference no: EM132527521 , Length: word count:5000

Part 1:

In 1994, the UK government endorsed the Salamanca Statement, which states;

"We believe and proclaim that.. those with special educational needs must have access to regular schools which should accommodate them within a child centred pedagogy capable of meeting these needs" (UNESCO, 1994, p. viii)
The most recent SEND Code of Practice states;

"Children and young people with SEN have different needs and can be educated effectively in a range of mainstream or special settings" (DfE and DoH, 2015, p17)
Consider the development of inclusive education through national policy, international treaties and theoretical perspectives, and consider how far the SEND Code of Practice represents a shift in priorities for the education of children and young people with SEND. Has the shift been towards or away from the idea of full inclusion for all children, in a system of education supposedly based on the social model of disability?

Learning Outcome 1. Demonstrate a systematic understanding of knowledge and a critical awareness of issues related to inclusion

Learning Outcome 2. Critically evaluate current research in the area of inclusion

Learning Outcome 3. Demonstrate originality in the interpretation and application of knowledge and research in the area of inclusion

Part 2:

‘Drawing upon current academic research, consider barriers to inclusion and critically analyse strategies for inclusion within the classroom. You can focus on a specific diagnosis, or an area of need from the SEND Code of Practice (DfE and DoH, 2015).

Learning Outcome 1: Deal with complex professional issues systematically and creatively

Learning Outcome 2: Use research to inform the development of practice