Pupils Experiencing Obstacles To Learning

During this statement I will sketch on a variety of relevant: research, ideas and personal observations, to explore the respective schooling experiences of two pupils who are accepted as experiencing obstacles to learning. Ferguson defines addition as

"a unified system of public education that comes with all children and youths as effective, fully participating associates of the institution community; that views variety as typical and achieves a high quality education for each and every student by providing significant curriculum, effective coaching and necessary works with for each scholar. " (Ferguson: 1997: 53)

In light of these ideas, the goal of this report is to study some key principles of inclusion with reference to how effectively these were realised in a specific primary university and in relation to two individuals. In doing so I am going to explore the following aspects of schooling: the curriculum and the 'concealed curriculum, wider communal justice aims and how these can impact upon the successful inclusion of people and the value of academic institutions fostering effective links with parents and in including children. The continuing premise of this statement will be inclusive education and the magnitude to which it is feasible, or even advisable, for individual pupils. In accordance with the basic principle of respecting privateness, no authentic labels have been used.

The university that will provide the context for this statement is Carlton primary school, a built-in community school, offering the western world suburbs of Edinburgh. The school's catchment area encompasses a varied social combination; however the encircling area is basically white middle class. The school's information for the last few years indicate that attendance rates have been above the countrywide average, while the amount of children acquiring free school foods has been below average. The school has established strong links with parents and the wider community and ratings high in the local league tables. More often than not the school is being truly a product of middle income, normalized ideals of success and achievement (Brantlinger, 2003) Jess and Alex are both 10 season old, white Caucasian children in most important six at Carlton key. Alex originates from a middle-class background and his parents, both of whom are working professionals, take a keen desire for his schooling. Jess comes from a working school record, also with both parents in job, but doesn't have the same degree of home support.

Jess is described in her ASL referral notes as having 'generally poor literacy skills' and is currently working towards level B in reading and writing. Jess is a well integrated person in the class which is kept in high esteem by her professor. Despite Jess's problems with literacy she is a keen musician and is regularly praised by her tutor and peers equally. Matching to Jess's teacher, the factors affecting her learning are: 'a lack of self confidence', 'poor organisational skills' and, at times, 'a insufficient home support'. Alex is defined by the class professor as having 'a spectral range of learning problems', most notably Autism Spectrum disorder, which is isolated within the class. As is normal with Autistic children, Alex discovers the knowledge of college discernibly frustrating (Cohen, 2002) Alex looks forward to working alone, participating in focused and often recurring activities; if he's disturbed, as he often is, he becomes distressed or disengaged. Like Jess, Alex is working towards level B in his reading and writing which is defined by the school teacher to be 'reserved'. Both children require additional support in the class and Alex requires the help of the learning helper.

Teaching and learning

A Curriculum for brilliance states that

"Curriculum for brilliance aims to achieve a transformation in education in Scotland by giving a coherent, more flexible and enriched curriculum from 3 to 18" (CFE)

In Carlton main these ideas were translated in various ways over the school. Inside the upper primaries, a fundamental element of teaching and learning was cooperation, that the category would be put into special 'learning groups' and work together on tasks. The majority of the children in the course seemed to respond well to the, however for Alex, this was often problematic due to his desire for working exclusively. It's been argued that there are social benefits for those children of participating in collaborative group work (Cole: 2000, Lynch and Irvine: 2009) however these benefits did not seem to increase to Alex who often became disengaged. O'Brien and Macleod discuss potential pitfalls of the socialisation of some children, arguing that

"The children may be socially integrated, but what does indeed this mean? If it means being socialised into a handicapped or deviant identity, then it can be that pupils can take up different identities in a setting in which their individual variations did not establish them. " (O'Brien, J and Macleod, G: 2010: p. 51)

In light of this idea, I would suggest that Alex have been recognized by the other children as being 'really different' (Benjamin, 2002) and that had created a binary in the class room which particularly affected him in circumstances such as collaborative learning. Subsequently, Alex may have been compelled to create a negative self applied identity and to disengage in response to the hierarchies of power including the ones that would be within group situations (Raey: 2006: 179). Michael Farrell talks about how teachers will help children like Alex to get over difficult group situations, suggesting they are desensitised to group work in phases of contact. It is also suggested that bringing out the hobbies of the kid in to the group process, where possible, can be beneficial. (Farrell: 2008: 255)

In Jess's case, she did seem to benefit from aspects of the curriculum; the class tutor regularly praised her on her behalf artwork and always made it explicitly clear to the kids that all forms of success and accomplishment would be celebrated in the school room. In this esteem, Jess was able to adhere, partially, to the same discourses of success as her classmates (Benjamin: 2002: 313) however, Jess prolonged to lack assurance. One possible reason for this is provided by Hamill and Clark, who claim that the 'invisible curriculum', otherwise designed as the implicit coaching and values that are present within a classroom, can have a powerful effect on learners. (Hamill and Clarke: 2005: 26) Bearing this in mind, it is conceivable that, even though class teacher appeared to be including all varieties of achievement and not merely dominant kinds of literacy and mathematics, the implicit ideals in the school room curriculum and the nuances of her coaching, may have suggested otherwise; herein is placed a main pressure between accomplishment and inclusion.

It seems that neither child could achieve acceptable varieties of success, such as the ones that would afford them some type of credibility in the current labour market (Benjamin: 2002: 2). In considering this issue it might be essential to think about some of the societal and structural constraints experienced by each young one. One perceivable barrier to the successful addition of the children is detailed by O'Brien and Macleod, who suggest that

"Without some underlying cultural thesis about the kind of world, and by implication individuals, that are respected, the result of equal autonomy for everyone individuals will be an unequal population. " (O'Brien, J and Macleod, G: 2010: 46)

At Carlton key university, and in the wider society, maybe it's argued that the implicit 'interpersonal thesis' valued academic success and cultural integration very highly and, perhaps, dismissed other critical indicators. Subsequently, the kids were not seen as rewarding the capitalist requirements of the school and, in a wider sense, modern culture and were therefore 'excluded'. Black color- Hawkins et al advocate a rethinking of the goal of schooling to evenly include potentially important values such as the development of self-esteem, 'self-efficacy', 'resilience', 'social skills', 'creativity' and 'tolerance' (Black-Hawkins et al: 2007: 16) This idea flags up the importance of academic institutions not taking for granted that academic success should gain precedence over other activities. If such a radical change was to occur in Carlton main school, it could have to precede that the curriculum was interpreted in a new and more inclusive way such as success being measured by the individual improvement of the pupils as opposed to against requirements (Black-Hawkins: 2007: 22) Of course, there are no guarantees about how well certain interpretations of the curriculum will work in a specific school therefore it would be necessary for the institution to review the curriculum frequently.

Social justice

In keeping with the idea of implicit social beliefs, we must consider another important factor regulating Jess's schooling experience, specifically her literacy development; she actually is a working class child, attending a middle income institution. Hayes et al argue that

"It is commonly middle-class students who best handle decontextualised institution knowledge. Which means that classroom techniques should recognise and value students' record experiences while attaching with their worlds beyond the school room. " (Hayes et al: 2006: 37)

This is very much indeed consistent with Bourdieu, who advocates the idea that children can be disadvantaged at school due to a lack of 'cultural capital' (Bourdieu: 1986) Commensurate with this idea, research has shown that allowing children to attract on their own passions and backgrounds can help socio-economically disadvantaged children to activate with university literacies (Nixon and Comber: 2006: 1) Thus, it is perceivable that if the school tutor was to re-evaluate the materials she was using with Jess, in order to make them more highly relevant to her experiences out with university, that Jess can develop further in her literacy work and become a more self-assured, successful learner; this may also be true for Alex. Naturally, if the class professor was to explore this type of literacy teaching in the school, there would make a difference factors. Marsh and Millard discuss the probability of allowing exclusive ideologies in to the classroom by attracting on children's interests which are generally tangled up in popular culture

"These ideologies are often situated in discourses of violence, racism, sexism and other forms of oppression. (Marsh and Millard: 2000: 23)

Bearing this at heart, it would be possible for professors to pull on popular culture and children's hobbies to promote inclusion and proposal providing that professional discretion was used to ensure that the materials they were introducing were not, in themselves, exclusionary or embedded too much in a few values instead of others.

If we continue to look at how different kinds of justice were deployed with regards to the children, it becomes clear that many of these sat problematically with one another. Fredrickson and Cline discuss the stigmatizing effect of pupils being segregated, recommending that this can result in the structure of a negative self applied image (Fredrickson and Cline: 2002: 63) Not merely does Alex's concurrent attendance at an expert school contest the idea of inclusive education, but it is also, arguably, complicit in his disengagement with university and his peers. In response to stigmatisation of this sort, it has been suggested that binaries such as those arising from ideas of 'sameness' and 'difference' should be eradicated (Price and Shildrick: 1998: 255) Although this notion may seem to be conducive to the effective inclusion all, historically, it also provides rise to further problems and kinds of 'injustice', such as pupils not getting the support or recognition that they might need in order to achieve success in a mainstream college (Armstrong: 2003: 15)

This can be related to Gewirtz's ideas about 'having to sacrifice some kinds of justice to be able to accomplish others' For Alex's needs to be fulfilled 'distributional' it is necessary for him to be 'recognised' as requiring attidional support (this implies going to an expert institution) and being separated from the rest of the class. This notion contests addition. However, if we consider that 'impairment is only a human build, we have been over-simplifying the situation. Which can have undesirable results, historically, (Armstrong, Benjamin, also discuss Fredrickson and Cline, who discuss the effect of equivalent treatment) The effects of Alex not being included on a regular basis means that he requires extra help in class and although. Somewhat, this is possible; there's a anxiety between group and specific rights. This argument can be seen as: a democratic school room, impinging on the liberalism of one child (or vice versa). With this sense, inclusion can be difficult. Discuss how the school try to beat this through cooperation (learning assistant), etc financial firms still stigmatising and socially excluding the child. (discuss how this is linked to the construction of a poor self image). This notion of cohesion within the institution rendering the training of children more inclusive can be prolonged to schools connections with discuss how there are benefits and drawbacks to having a learning assistant however it could be a required. (Fredickson and Cline)

The Scottish Government's 2005 statement 'Happy, safe and reaching their potential. ' Claims that

"Universities and parents are partners working in children's and young people's needs. Schools must reach out to create partnerships with all parents. (SEED, 2005: 5)

That was something that was going on at Carlton most important school then one which Alex's parents got benefit of. (perhaps discuss that is open to parents who would like support and all the things that the school performed to make links) Why have Jess's parent's not make links with the institution? Perhaps distributive justice is grounds: time, money, equipment. Or associative justice, privileges people that have ethnical capital, parents are bound to engage in more economically effective activities than schooling (Gewirtz) claim that school would have to make schooling appear like a more advantageous endeavour (how?) research research (greissen, about home links being beneficial, think about today's lecture here about (getting it right for every child)

Go on to discuss the value of links with the school, discuss the fact that the institution was very inclusive and this Alex appeared to benefit from this but why did Jess's parents not get in contact with the institution, discuss function here saying about parental engagement, then theories, practice. Parents and Carers. Schools and parents are partners working in children's and young people's best interests. Schools must get in touch with create partnerships with all parents. (happy, safe)

(Associational injustice - Associational justice privileges people that have ethnical capital, jess is from a working class background and therefore she is not predisposed to 'do institution' as some middle income children might be.


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