INCLUSIVE EDUCATION SYSTEM

Inclusion is a key priority within Scottish education

Table of Contents

Introduction 3

Discussion3

An Inclusive School 4

Inclusive Education5

Preschool5

Primary6

Secondary6

Special Schools6

Inclusion7

Concerns for Class room7

Suggestions for Teachers and schools7

Educational Policy8

Academic Results of Inclusion8

Social Consequences of Inclusion9

Stage Intervention 9

Agencies working to meet Learning Needs 10

The Research on Several Learning Issues11

Implications12

Implications for Leadership13

Implications for National policy14

Learning Organisation14

Inclusion and Political Issues15

Policy Guideline on Inclusion15

Inclusion and Theatrical Issues16

Conclusion16

Terms to Know17

Bibliography18

Inclusion is a key priority within Scottish education



Introduction

Inclusion is a vast and debatable subject to discuss as the key priority in Scottish education. Scotland as an inclusive community entirely depends on the abilities of its inhabitants and capabilities of transforming their values into daily routine lives. Does it make any difference in achieving high school and an inclusive school? Does inclusion means everything that gives success, positive results and high quality standard in education? Does it means to involve every capable and intelligent person in a society? These questions should be answered, and all individuals should have the opportunity to resolve these queries in a comprehensive manner.

Education leads to growth, development and nourishment of individual abilities, intelligence and physical aptitude. It is an ongoing process and keeps on developing as the personality of a human being change through different stages of the life. The Scotland's Schools Act 2000 has also emphasised on inclusion as the National Priority in Education. Formation, implication and maintenance of an inclusive school are the key factors of an inclusive Scottish education system. (McCleary 2006, p. 1-3).

Discussion



The Scottish education system has proved itself as an inclusive education system. It provides equal opportunities for education and inclusion as an extensive sagacity. An inclusive school should value every child and continuously acquire new ideas to develop hidden skills and capacities of the student. Although a large number of students abscond mandatory education exclusive of the scholarly and societal expertise, which are essential for a grown up person. Societal complications along with high expectations have become supplementary confronts for schools. A significant number of teachers, individuals, schools and local institutions who assists children and adults have addressed positively to these confronts. Inclusion should not be presented as justification for deprived principles. Individuals who are able to get enrolled in a standardised education system should be assisted efficiently. Achievements at a momentous level and true victory are key ingredients of flourishing inclusion (Donaldson 2002, p. 1).

“Children must be given the chance to speak out, be heard and participate in setting the political agenda about issues affecting their lives, if we are to build stronger, safer and more inclusive communities.” (Hendry, Action for Children)

An Inclusive School

An inclusive school must provide recommendations about self assessment, development of school and its employees. Leaders of the school should consider inclusion as the primary concern and encourage a culture of accomplishment, rendezvous and self respect. An atmosphere of self esteem, encourage everyone to be a part of decision making and healthy relationship among teachers, children and adults should be maintained. It is the responsibility of the teacher to ...