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In this
TMA I will be showing my understanding of inclusion and the importance of
including all children from different learning ability therefore meeting
individual and group needs within the primary school environment. Taking
ethical guidelines into consideration from The British Educational Research Association
(BERA, 2011) I have gained the permission from school however not used any
names of pupils.


Part 1

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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.


Booth and Mel Ainscow (2002) states that inclusion in education involves
valuing all students and staff equally, index of Inclusion developing learning
and participation in schools. 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 after school.

Inclusive 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.

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. 

Part 2

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


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, 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. We also discuss about behaviour inside classroom and
calling out. Furthermore we go through the reading strategies such as looking
for context clues, using inferenced and understanding syntax. Students are able
to learn and support one another. 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.


students are entitled to the full National Curriculum just like the rest of the
students in school, this implies with UNCRC, 1989 that every child has rights
regardless of their race, religion and abilities this gives monolingual pupils
to learn about new languages and culture; teachers and teaching assistants have
a responsibility for teaching English as well as other subject content. School
policy states that we provide an education for all the students in school
helping them to overcome any barriers to learning.


Part 3

EAL 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.

(Vygotsky, 1978 ST3 pg. 78)
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.  

Guided 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.

When 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.

All 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 learning.


In 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 ST3 pg. 78) theory of sociocultural.

After 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.

Criterion 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.

I 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.

Count: 2004



Booth, T. and Ainscow, M. (2000, 2002, 2011) Index for
Inclusion: developing learning and participation in schools, Bristol, CSIE.

Miller and Katz. 2002. Keys to inclusion. ONLINE
Available at:
Accessed 2 January 2018.

Tony Booth and Mel Ainscow. 2002. Index for
inclusion. ONLINE Available at:
Accessed 28 December 2017.

Primary Teaching Assistant,
Learners and learning, David Fulton, 2016. An
Interactive pedagogy. Pg. 244-253.

Open University E103 (Book 1) Inclusion and inclusive schools.
Study Topic 6: The world of primary
school, Milton Keynes, The Open University (2016).

The Open University E103
(Book 1) Identity and discrimination.
Study Topic 7: The world of primary school, Milton Keynes, The Open University

The Open University E103
(Book 1) Learners and learning. Study
Topic 3: The world of primary school, Milton Keynes, The Open University

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