Inclusion involves providing education in ‘schools’ (meaning further education, other adult providers and private tuition centres) for all. Inclusive practice is necessary because the school environment can influence learners’ attitudes, intentions and actions. That is, inclusive education bears the explicit meaning that learners have equal educational opportunities and access to learning centres (UNESCO,2000).
The Local Teachers supports the views of UNESCO ( United Nations, Educational, Scientific and Cultural Organisation), the office of Disability (U.K.), the EA (Equalities Act) and SEND (Special educational Needs and Disability) and the DfES (Department of Education and Skills).
The EA 2010 defines a disabled person as someone with a physical or mental impairment who has long-term difficulties in carrying out their day-to-day activities. When children and adults have barriers to learning, how they experience education is not the same as other students and this could lead to:- lack of motivation, poor self-perception, reduced involvement and poor learning outcomes. This may be the result of specific learning difficulties. Wood et al., 2006:13) identified the following:-
1. Dylexia (reading, writing, information processing).
2. Dyspraxia (motor skills).
3. Dycalculia (mathematical skills).
4. Asperger syndrome (social skills).
5. Dysgraphia (handwriting skills).
5. Attention-deficit/hyperactivity disorder
6. Semantic pragmatic disorder (language).
Others may have physical disabilities, hearing impairment, visual impairment etc.
The EA 2010 suggests there should be protection of the disabled from direct or indirect discrimination and organisations will need to play a significant role to help disabled people have positive experiences. This view according to the Office for Disability (2017) supports equality of opportunity. This means that all learners are free from any form of harassment and bullying.
The Office for Disability (2017) states that all schools in England are required to have a behaviour policy with a commitment to implement anti-bullying strategies. These are endorsed by the Office of Standards in Education, Children’s Services and Skills. Such strategies match the views of the EA that it is unlawful to discriminate against learners in term of admissions, provision of education and facilities and learning opportunities. To implement strategies, professionals will put in place standards required by law.
For example, the SEND code of practice states that professionals should involve parents at every stage of planning and receiving support. In the care of adults TLT will involve those caring for individual adults and children. The aim of this will complement those of the government’s green paper Improving Lives: Work, Health and Disability (2016) which set out that people with disabilities should be encouraged to reach their full potential as far as their talent can take them. The TLT support this view and add that teachers and tutors will develop learners’ interests so they continue to learn through their lives.
The TLT also supports the DfES views and will implement these in working practice. Every child Matters (DfES, 2003a, 2004a) promote communication and working practices between children’s services in order to reduce the experience of failure and proposes ways maintaining positive wellbeing. This includes that learners should study in safe conditions, enjoy and achieve learning experiences. The TLT will encourage all learners to be vigilant of their learning experiences and their wellbeing.