The can move forward with inclusion and our

The purpose of this assignment was to explore and criticise
the challenges teachers are faced with when providing inclusive practice in a
data driven organisation. However, it is suggested that inclusion is not a destination
that will ever be reached. Instead inclusion should be seen as ongoing rather
than a final target (Naylor,
2005). And with that  Lani Florian (2014) concludes that a clear definition of
inclusive education is absent in recent reviews. It is unclear as to what
actions are needed to develop and enhance policy and practice. The starting point
is believing that education is the basis for an unbiased society and that education
is a human right. Ainscow
(setting the agenda). There are many factors that contribute to driving
a school to become a data driven organisation. In the race between standards
and inclusion, it seems that the standards agenda takes the lead. This, of
course, begs the question of how can teachers compete with the very competitive
standards agenda educational stakeholders value so much? Above all I have
realised that schools are struggling to enhance their reputation, statistics and
league table position in conjunction with promoting and developing inclusive
practice. I began my thought process with the belief that morals principles and
trust, these vital traits, are lost. This belief remains unchanged.

Under these circumstances, as practitioners the only way we can move forward
with inclusion and our own professional practice is to not lose sight of our
own morals, values and ethics. It is evident that we must not rely on others to
provide inclusion, it is something we must achieve ourselves (Allan, 2005) We must
trust in ourselves to guarantee we are doing what is right for our pupils, to
push boundaries and question policy and practice and to use our voice to speak
for the children who don’t always have the opportunity. It is argued that it is
the acceptance of inclusion policies made by teachers that is likely to affect
their effort in fulfilling it. A positive attitude from practitioners is essential
in ensuring the success of inclusion (Norwich, 1994).  Despite
the current challenges teachers are faced with, we need to remain positive.

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Findings from Florian and Black-Hawkins concluded that the
importance is how teachers tackle the issue of inclusion in their own practice
and in the classroom. Teachers should remain mindful with how they act when
their pupils come across barriers to learning. This is what determines their
pedagogical approach. There is such a strong need to succeed in accomplishing pupil
progression, inclusive practice and the positive affect produced by raising
standards. ‘Achievement without positive affect is morally and aesthetically
empty. Positive affect without achievement is a delusion’ Noddings (2001:42). Education
should not be a delusion. The reality of inclusive education needs to be
addressed in all educational settings. 


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