MCN Module With My Classroom Experiences

The intention of this article is to link theory from the MCN module with my classroom experiences. The literature from the MCN module helps to underpin the distinct range of skills required to meet all children’s needs within and beyond the curriculum. A teacher must show great diversity to incorporate certain strategies in order to meet those particular needs in the mainstream school setting. The term ‘inclusive education` has largely replaced the formerly used ‘integration`. Integration implied that a child must adapt to a host environment, typically a school. Inclusion indicates that the host setting now must adapt to meet the individual needs of all pupils (Lindsay, 2007). There is a range of social and personal factors that can affect

Between the periods of 1992 to 1996 there was a 56% increase in the number of support staff working in primary schools in England (DFEE, 1997). In my base school I have observed how the teaching assistants are used in the classroom. In my particular class there are two children who have English as their second language. In order to progress their language and writing skills to an appropriate level for their age groups, the teaching assistant does one to one guided reading with the two pupils.These pupils also get extra support with their writing over break time a few days per week. They also move from year five to year four class for two English lessons per week. This method of inclusion clearly meets the educational needs of the two pupils, as it is evident from their written work and language skills that there are strong signs of academic progression. The two pupils also appear content working with a year group of their own English ability level. In my full class lessons I used the teaching assistant to aid and support the learning with lower level ability group. This was achieved by assisting with the reading and writing associated with the task in hand. This helped a lot as I was able to spread my time with higher groups more efficiently and I knew that every pupil in the class was being successfully included in the

This child comes from a one-parent family, and the mother has had problems with previous boyfriends in the past. There are clear social issues affecting the child’s development. The pupil does not receive academic support from home so the vast majority of his educational development comes from school. Due to his lower level of academic ability, the pupil often struggles with controlling his behaviour as he hides behind educational fragilities. He receives extra support from the teaching assistant with his maths and English and he also gets one to one guided reading as he is well below the expected level for his age group. From the extra support he is receiving there are signs of improvement in his over all behaviour and academic learning, which shows the strategies used are working. However if this pupils behaviour where to deteriorate further, an alternative solution to the problem would be an out of school referral. This would only occur if the pupil’s behaviour was impeding on other children’s learning with in the