Professional Graduate Diploma in Education

Session 2011-12

CLASS: PGDE
Task 2 Educational Studies (Secondary)

Student Registration Number

2 0 1 2 7 0 7 2 2

Educational Studies Tutor

Mr. Raymond Soltysek

Declaration: This assignment is my own work and by submitting it I am attesting to

its authenticity.

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Inclusion within education is not a new concept forged as part of

Government initiatives heralding change within the curriculum, rather it is a
social ideal which has developed and placed additional demand on schools to
find ways of educating all children, regardless of circumstance (Thomas, Walker,
& Webb, 1998, p. 2). This essay seeks to discuss inclusion within international
and national contexts and explore the concept of the inclusive school with an
emphasis on implications for schools and staff.
Today we may see inclusion as an concept that has grown and developed
from a desire towards equal rights for all, culminating in the civil rights
movement of the 1960s, further developed by todays anti-discriminatory social
climate (Paine, 2004, p. 7) however, Thomas, Walker and Webb (1998) assert
that the principles behind inclusive education may have taken root much earlier,
perhaps over a century ago, within liberal and progressive thought (p. 3). The
line of thought that inclusion is more than simply educational policy is further
echoed by Thomas and Vaughan (2004) who state that inclusion, much more
than integration or mainstreaming is embedded in a range of contexts political
and social, as well as psychological and educational (p. ix).

Following these societal shifts towards recognising peoples rights,

societies throughout the world are increasingly sharing a consensus that all
children have the right to be educated together (Wertheimer, 2004, p. 142) and
several international statements that set out to achieve this goal have had great
influence in shaping inclusive education policy and practice. The United Nations
Convention on the Rights of the Child (1989), of which the UK, including
Scotland, became a signatory to on 15 January 1992 ("A Report on
Implementation of the UN Convention on the Rights of the Child in Scotland
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1999-2007", 2007, p. 7) enshrine the rights that every child be granted equal
access to education, without discrimination ("A Summary of the UN Convention
on the Rights of the Child", 2012, p. 1). This statement, although not
incorporated into UK or Scots law and, as such, not legally binding is however
used by the Scottish Government as a means for them to develop policy and
legislation so that they may work in partnership with other countries to meet
international standards regarding childrens rights ("A Report on
Implementation of the UN Convention on the Rights of the Child in Scotland
1999-2007", 2007, p. 9), thus showing a commitment to an idea of inclusive
education which does not discriminate.
The Salamanca Statement (1994) aimed to further clarify the right of
education for all by affirming the principle of developing inclusive education,
namely that schools should accommodate all children regardless of their
physical, intellectual, social, emotional, linguistic or other conditions further
asserting that those with special educational needs must have access to regular
schools which should accommodate them within a child-centered pedagogy
capable of meeting these needs (The Salamanca Statement, 1994, p. viii). This
document is also ratified by the UK and Scottish Governments and with its
explicit and clear guidelines provides a framework for policy development
within Scottish schools (The Scottish Government, 2007).
The Scottish Governments commitment to rights is further evidenced by
its ratification of the European Convention on Human Rights (ECHR), which was
incorporated to Scots law through the Human Rights Act (1998) and the Scotland
Act (1998). The Scottish government state that, although the rights are general
and not solely for children, they are of benefit to children as many of the
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provisions are similar ("A Report on Implementation of the UN Convention on

the Rights of the Child in Scotland 1999-2007", 2007, p. 9).

These international and national policies would suggest that the very idea

of inclusion is evolving along with a society that is continually adapting and

embracing equality, social justice and human rights for all and, as an effective
practitioner, I will be charged with ensuring that each pupil under my care has
equal and fair access to education by planning and adapting lessons to meet the
needs of everyone.
Further to ratifying these international statements on inclusion, the
Scottish Government (at that time known as the Scottish Executive) developed
additional policies to highlight their growing commitment to inclusion within
Scottish schools. The Standards in Scotlands Schools Act (2000) asserted that
local authorities are responsible for providing education to each and every child
in its care, placing an emphasis on the childs right to an education without
barriers (Standards in Scotlands Schools etc. Act, 2007). The act further placed
an emphasis that attempts would be made to educate all pupils in a school other
than a special school unless the school environment (a) did not match the ability
or aptitude of the pupil, (b) was incompatible in providing specific provision for
that child and (c) would result in unreasonable public cost which would not
ordinarily be incurred (Standards in Scotlands Schools etc. Act, 2007). This act
also made it explicitly clear that inclusion relates to each child within the local
authority and is not solely based on special educational needs, charging schools
with ensuring they are accommodating everyone currently under their care.
Scotland made further attempts to create a more inclusive education
system with the introduction of the Education (Additional Support for Learning)
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(Scotland) Act 2004. This act replaced the limiting term of a child having Special
Educational Needs (SEN), which placed emphasis on labeling children with
specific conditions be it physical, mental or emotional, to that of Additional
Support Needs (ASN):

A child or young person has additional support needs for the purposes of this Act
where, for whatever reason, the child or young person is, or is likely to be, unable
without the provision of additional support to benefit from school education
provided or to be provided for the child or young person.
(Education (Additional Support for Learning) (Scotland) Act 2004, 2004, p. 1)

By explicitly stating that Additional Support Needs arise for whatever reason, the
Scottish Government places a responsibility that Schools and Local Authorities to
should constantly seek to identify ASN within their environment as (the act
implies) pupils with these needs may not be obvious at first. This certainly
proves a challenge for myself within my practice as I may not initially determine
a child with ASN in my class as their needs may be subtle however, I am sure
that, with support from colleagues and through professional reflective practice, I
will become ever more aware of the needs of each child under my care.
In order to further assist practitioners in meeting the needs of each child,
The Scottish Government has developed Getting it Right for Every Child
(GIRFEC) ("A guide to Getting it Right for Every Child", 2012). This guidance
policy aims to provide guidance for all practitioners involved in working with
children to meet their individual needs and give them the best possible start in
life (p. 3). It is a framework that builds on the international policies, discussed
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earlier within this essay, and national strategies such as The Early Years
Framework and Curriculum for Excellence (p. 8). The guide places great
importance on the wellbeing of every child and has eight indicators of wellbeing
(p. 9), with inclusion being clearly set as one of these indicators with the child
having help to overcome social, educational, physical and economic inequalities
and being accepted as part of the community in which they learn (p. 9). The
document identifies the roles and responsibilities of professionals who are
responsible for children and provides in information on where practitioners may
find additional support to meet the needs of young people. It is therefore clear
that inclusion permeates many documents and policies of the Scottish
Government and further highlights their commitment in attempting to become a
fully inclusive society.

Having discussed evolving policies and strategies put forward by national

and international bodies, it should be clear that an inclusive school must

constantly strive to accommodate the needs of each pupil and, one which
recognizes the individual pupil and attempts to overcome segregation (Rose,
2003, p. 7). As such the inclusive school can never explicitly state it is inclusive
rather it must attest to the idea that it does everything within its power to be
inclusive. After all, schools welcome new pupils each year and with this arises a
requirement to plan for the needs of these children. The Curriculum for
Excellence, new curriculum guidelines currently being implemented within
Scottish schools, further attests to the ideal of the inclusive school by stating that
inclusion is about taking action to remove barriers to participation and
learning ("Inclusion and equality", n.d., p. 1). The new guidelines also place
great emphasis on learning outcomes that can be tailored to suit the needs of all
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learners, trusting that a broad general and flexible curriculum will allow teachers
to plan effectively to meet the needs of all their pupils ("Building the Curriculum
3", 2008, p. 14). It is clear that an inclusive school must have staff that support
taking action to remove such obstacles to learning, providing support and
challenging each other that the school is doing its utmost to include all in
learning. Effective inclusion requires teachers who embrace current national
guidelines and school policies and also make use of Continuing Professional
Development (CPD) to ensure they are kept abreast of new developments within
the concept of inclusive education.

This is not to say that inclusion within Scottish schools is a

straightforward concept. Allan (n.d.) argues that confusion surrounding the

model of inclusion within schools has arisen following policy makers naeve
practice of introducing new terminology in the hope that it will change the
hearts and minds of teachers and that there is also a failure to consult the
children themselves, including their families, to determine what inclusion would
mean for the very people who need additional support in education (p. 701).
Further confusion may stem from news that Baroness Warnock (Chair of the
Committee of Inquiry into the Education of Handicapped Children and Young
People) who, in 1978 published the Special Educational Needs (Warnock) report,
which established that pupils with special educational needs should, whenever
possible, be taught in mainstream schools has suggested that misinterpretation
of this document has led to authorities forcing some children into mainstream
schools when it is not in their best interest (Warnock, as cited by "Special
Educational Needs: Third report of Session 2005-2006", 2006, p. 5). Warnocks
publication of Special Educational Needs: A New Look (Warnock, 2005)
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highlights her concerns that placing disabled children within mainstream

schools can create traumatic experiences and the move towards inclusion may
have been ill-advised (Warnock, as cited by Allan, n.d., p. 702). These
statements would suggest that the concept of inclusion will be challenged and
discussed over many years and we may never reach true agreement on a single
definition of what inclusion within schools means. This places further pressure
on myself as a reflective practitioner as I must evaluate my own practice but also
use current debate to shape my own views on the subject of inclusion while
ensuring that pupils are not excluded from learning within my class.

Despite the debates surrounding inclusion, The Scottish Governments

own statistics on inclusion show a clear move towards an inclusive educational

environment. The Government reports that, in 2011, there were 98,523 pupils
(14.7 per cent of total pupils in school) who had additional support needs with
91,550 (93 per cent of them) learning within mainstream schools, making up
13.8 per cent of the total school roll within mainstream education ("School
Inclusion - Additional Support Needs", 2012). This can be compared with four
years previous (2008) where 38,716 (5.6 per cent of total pupils in school) were
classed as having additional support needs with 31, 960 (82.5 per cent of them)
learning within mainstream schools, encompassing 4.6 per cent of the Scottish
school population ("Pupils in Scotland, 2008", 2009, p. 1). This clear rise in the
number of pupils registered as having additional support needs shows a
commitment from school professionals and other partner organisations in
identifying the needs of pupils within education, which hopefully implies that,
after having been identified, with teachers and other involved professionals
using government guidance and policy, these pupils needs are now being met.
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Within School Experience 1 (SE1) the school used effective

communication internally and externally to plan and develop strategies for
identifying and supporting learners with additional support needs.
The school has well-established links with its local primary schools and has open
communication with these schools regarding pupils who are due to make the
transition from Primary 7 (P7) to Secondary 1 (S1). The school builds a care file
on each and every pupil by taking evidence of previous and current additional
support needs from the primary school and other professional bodies. This is in
line with Government policy where it is stated that Health, social work, police
and education partners need to ensure that effective multi-agency information-
sharing is in place... to inform the planning and delivery of appropriate support
("Building the Curriculum 5", 2011, p. 21). This care file in non-exhaustive and is
continually reviewed throughout various stages of the pupils school life. During
SE1 the school were liaising with subject departments to update files for each of
the S1 pupils in their care. This involved looking at previous support needs
within their primary setting and evaluating if any reasonable adjustments should
be made to assist the pupil within that specific subject. Should the pupil be
working to an effective level without further support, the file is updated so the
school may evaluate the current needs of that child vs. previous, potentially
temporary needs, which may no longer be apparent. This practice is effective in
making an attempt to include all as the care file gathers subject-specific evidence,
which enables teachers to inform if there is a particular need within their subject
as the school fully believe that a child with an additional support need related to
Mathematics may not require any adaptations to lessons within the Music class.

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From conversations with various staff in the school about their own
interpretation of additional support needs it became clear that the school strived
towards being inclusive with a majority of teachers in the school quick to
identify short term needs, such as bereavement, as being of equal standing to
longer term needs, such as physical impairment. This highly inclusive approach
from these staff members certainly aims to follow procedures as set by the
government but also highlights the professional relationships developed
between pupils and staff where the latter are keen to know and understand the
pupils before them to ensure they are given support to learn without exclusion.
Teachers within the school are somewhat reticent about criticising
aspects of inclusion, in particular the challenges an implications faced by them.
It would seem that the Scottish Government, by developing policies and making
great changes to the curriculum, are providing the freedom and flexibility for
teachers to create a learning environment for all young people and in all
educational settings (Building the Curriculum 1, 2006). However, by creating
such a flexible and open curriculum, extra burden can be placed on teachers as
they must select and create their own resources and curricular path, tailored to
fit the needs of many pupils they interact with that have varied needs. This can
create a seemingly unmanageable workload (a concern quietly put forward by
some members of staff within SE1) particularly in the secondary sector where a
teacher is presented with many different classes of differing ability throughout
the school timetable. Furthermore, teachers within the secondary sector are still
placed under enormous pressure to ensure attainment within their subject and
the competence of their department is effectively judged by exam performance.
This presents a new host of concerns for the class teacher, as they will be
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responsible for developing a new curriculum, which, at the same time, still
ensures key areas are explored in an effective way such that pupils will attain
satisfactory marks within the exam diet. Implications for primary teachers are
that the class teacher may feel somewhat isolated in their efforts of providing an
inclusive learning environment, as they are solely responsible for their class
throughout the year. This statement was discussed with a primary teacher
during a primary placement visit in SE1 with a suggestion arising from the
teacher stating that primary sector colleagues should make an extra effort to
support each other within the school environment as a whole in an attempt for
that school to be more inclusive rather than operate in an insular way, only
focusing on their own class. Whatever the challenges may be, it would seem that,
from many discussions throughout placement experience, the profession accepts
the ideal of inclusion and practitioners will work with their colleagues and
schools to make smooth transitions towards an inclusive education environment
within Scotland.
Today it may be argued that music, by its very nature, is a very inclusive
subject and can provide opportunities to engage and fascinate learners of all ages
and skill levels ("Curriculum for Excellence - Expressive Arts, Principles and
Practice", n.d., p. 1). However, Reid (1994) argues that within schools music,
apart from its purely recreational role, is generally perceived as a specialist
activity (p. 80). Although this view is almost twenty years old, it has not
completely disappeared from popular views on music education. Adults and
children alike may state they cannot do music with later acknowledgement that
they have experience of music but deem themselves as novices and therefore
non-musicians. Gracyk (2004) attests to this and argues that we may be
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inappropriately replacing the distinction between novice and expert with one
between musician and non-musician (p. 3). It may be argued that, those who
deem themselves as non-musical, have been exposed to a culture and music
curriculum which burdens the novice player with a feeling of inequality and, as
such, engrains this idea of cant do music when they are compared to their
skilled contemporaries within the music class. However, more recently,
Burnard, Dillon, Rusinek, & Saether (2008) state that many educators would see
music as a powerful channel of communication for everyone, a social process, a
way of developing a range of skills e.g. cognitive, physical and emotional and
promoting well-being and self-esteem (p. 112), thus attesting to music and its
ability to include all.
Implications of inclusion for music teachers are apparent; the inclusive
music class must seek to engage young learners that they are able to contribute
effectively within the music class by removing the concept of non-musician
within their classroom; creating and nurturing a supportive environment where
young learners are free to explore music at a level they can access and develop
through differentiated activities as devised by the class teacher. Evidence of this
in practice was apparent during SE1 where the class teacher made it clear that
assessments within music (keyboards in this instance) were ongoing and used as
a tool to aid the teacher in planning how to assist the pupil without being purely
focused on the want for a highly competent and polished performance. This is
directly in line with Government policy, which state Arrangements for
assessment should ensure that all children and young people have an equal
opportunity to show what they can achieve (Building the Curriculum 5, 2011, p.
21). Assessment is further described as a tool to support learning (BTC 5, 2011,
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p. 21) rather than being used to display knowledge or lack of in a particular

curricular area. This can place great pressure on teachers are they are required
to ensure that all assessment is valid, in order to be fair to all learners and to
support progress in their learning (BTC 5, 2011, p. 28). As a practitioner I will
be required to adapt assessments to meet the demands of my pupils, which may
mean having varied approaches to assessment for example, allowing a pupil with
specific physical needs to be assessed and display their own level of proficiency
on drum-kit with their own set criteria as to a pupil who does not have such
needs.
The inclusive environment was further shown during SE1 by the class
teachers desire to use pupils with obvious skill as assistants who would help
their peers with challenging sections of work. This provided extra support for
the class teacher to focus on those pupils identified as having additional support
needs, while ensuring that others were given support from their peers.
Discussions with those pupils surrounding how they perceive their assisting
others is that they genuinely enjoy it, provided they have been given enough
time to focus on their own performance first.
Music can also remove other barriers to inclusion such as supporting
learners who have English as an Additional Language. Within the school, it is the
responsibility of each practitioner to promote literacy as part of the wider
curriculum ("Literacy across learning - Responsibility of all - Learning, teaching
and assessment", n.d., p. xx-xx). Music literacy is often a new concept to a
majority of pupils within first year and, as such, pupils are all starting from a
similar position of knowledge; Italian concepts and abstract notation may prove
difficult to all pupils, regardless of their comprehension of English but it is with
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this in mind that the class teacher can structure a supportive class environment
where pupils assist each other in understanding concepts, promoting an active
learning environment. During SE1 no pupils within the music department were
noted as having EAL, however it is interesting to note that SE2 is in a school with
over 50% of pupils registered as having EAL. Naturally, comparisons between
the two environments will be made to enhance personal reflective practice of
being an inclusive teacher.
In conclusion, it is clear that national and international views are united
in their ideal of adopting and inclusive approach to education. It is also clear that
schools may never label themselves as being inclusive as they must continually
adapt their policies on inclusion in line with ever-changing views on inclusion by
leading educators and governmental initiatives. Teachers must embrace the
concept of inclusion by adapting and changing their practice to develop a class
environment that includes and supports all learners by taking into account the
vast array of differing needs that will be presented to them. Schools must
continue to strive in communicating effectively with those teachers who are
placing great effort in being inclusive so that they may help share effective
practice with other professionals in the school and its surrounding community.
Working towards an inclusive education system my present many challenges for
all involved, however inclusion is not an option, it is the right of every child that
they be educated without exclusion. This right cannot be overlooked and is
enshrined in policy by the Scottish Government to ensure that the needs of these
pupils are met.

Word Count: 3840
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