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Through Education White Paper 6 Research

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The philosophy of inclusion
Through Education white paper 6, a policy was published in 2001 by the Department of Education. It commits the education department to building an inclusive education and training system; it outlines the framework for establishing it and it lists the steps to be taken to build the system. This policy aims to develop an education system that promotes education for all and develops inclusive and supportive centres of learning that allow all learners to participate in the education process to achieve their full potential and participate as equal members of society (DOE, 2001).

According to the white paper 6, the National Department of education it has outlined the inclusive education and training system that needs to be implemented. Therefore inclusive education is the following:
a) Acknowledges that all children and youth can learn, and that all children and youth need support
b) Enables education structures, systems and learning methodologies to meet the needs of all learners
c) …show more content…

For example the relationship between parents and the teacher, parents attending meetings can have a positive impact on his learning because different elements of microsystem are working together. In addition parent’s attitude towards the childe reading and wring may affect the child’s views about literacy towards the teacher (McBride-Chang, 2004:7).
The microsystem consists of the child’s individual relationship. This includes family or caregivers. For example child’s relationship with parents is important because the home literacy environment may affect the child’s readiness for learning to read (McBride-Chang, 2004:7).
The chronosystem is the dimensions of time in relation to a person’s development (McBride-Chang, 2004:8). Time can be relevant in different ways. For example death of a person will affect a three year old differently from a

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Inclusive: Ensuring every child or young person has access to learning all areas of the curriculum, identifying areas that a child maybe struggling and adapting provision for this. Nothing should stop a child from learning and developing both emotionally and physically, setting a positive example and modelling good attitudes are all part of inclusive practise. Every child has the right to learn regardless of ability tasks should be set to allow for all learners to understand and to achieve the outcome in a positive way. Making observations helps to reflect on own practise to ensure that the needs of the children are being met and were adaption is needed, making sure this is done.

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Within this level, connections between Microsystems are observed working together to benefit the child. This means then, that a Mesosystem is a system of Microsystems (Bronfenbrenner, 1994). The interactions occurring between the persons involved in the individual Microsystems assist in forming new experiences for that child. Similar to Microsystems, Mesosystems can be either long term and consist of events such as family gatherings on holidays or be one-time occurrences such as a field trip taken with their school. The ability of a child to learn when they are away from home, depends on the quality of the lessons being taught to the child by the teachers and the level that parents value these lessons and the extent that communication occurs between the parents and the teachers (Schulting, Malone & Dodge, 2005).

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