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My initial understanding of the phrase 'social inclusion' was the need to include children with special educational needs (SEN), disabled pupils, and pupils who belong to a different cultural background into mainstream schools and how we could best implement this idea. The importance of the concept lay in being able to provide effective and appropriately differentiated learning opportunities for all children, especially those who were perceived to be 'disadvantaged' in some way. I believe this to be an important issue if our aim is to create a society in which no one is discriminated against because of his or her abilities and individualities. However, through further study, discussion and experience of the topic, my views have altered slightly and it is precisely this alteration that I will be discussing in this essay. Although I still recognise the importance of inclusion for children who society believes need to be included, I also firmly believe that it is inclusion for all that we should be dealing with. There is a very broad spectrum of learners in every school and we need to ensure that each individual pupil is achieving to the very best of their own ability.
When we first discussed the issues raised by 'social inclusion' it was my belief that we were speaking of children with emotional, behavioural, or learning needs (SEN), disabilities such as cerebral palsy, visual and hearing impairments, those for whom English was a second language, ethnic minorities, travellers, and the list goes on. I am suggesting that it is a relatively simple task to identify the above groupings of pupils using specific judgement criteria. It may be more difficult to pinpoint the exact nature and cause of the need but the fact that a need is present can become obvious if you are aware of what to look for. The identification of 'needy' pupils makes the follow through process of full inclusion more able to achieve if you know what the exact difficulty is, it becomes easier to prepare for and evaluate it.
I have developed an interest in how the very able or 'gifted' child should be thought of as needing to be socially included also. From my observation during school placement it is my opinion that it is not as straightforward to identify the gifted child. Some pupils may stand out immediately as being extremely bright and enthusiastic about certain subjects, whereas at the opposite end, a pupil who becomes bored easily and can be destructive if not given a challenging piece of work, may be just as intelligent but has not been given the opportunity to shine ( Teele, 000, pp 64-8). Identification can be more difficult and may challenge our views on exactly what constitutes an intellectually able child (Gardner, 1). As Joan Freeman states, the definition of a gifted child is unclear (Freeman, 000). I would reply that there does not have to be a clear definition simply because intelligence can cover such a broad spectrum. We should be focussing only on the fact that a particular child is gifted in some way and that as such, they have abilities that are more advanced than those of their peers. Educational theorists can get bogged down on the discussion of what intelligence is and how we should define it and put it into neat little categories. This, I believe, has no relevance to the child whatsoever. The gifted child only cares about the fact that they have a capability for doing something very well and they don't want to be caught up in discussions of what makes them gifted. They want and need, understanding, challenges and results (Delisle, 1).
What the gifted child actually receives from the education system depends largely on the attitude of individual teachers. Carol Ann Tomlinson discusses the attitude of teachers who believe that, 'advanced learners are fine without special provisions because they are 'up to standards' already' (Tomlinson, 1, p ). This, as she states, is a grave misconception. The follow through of such an attitude would result in a curriculum that is inflexible, unvaried and unchallenging, leading to a child who becomes disinterested and apathetic. The time I would take, as a teacher, to provide differentiated and suitably challenging work for pupils will reflect on my ability as a facilitator of learning, whose main focus is on caring and catering for the needs of highly individualised pupils. The same belief is discussed by Nick Peacey; 'every child is special. Every child has individual educational needs' (Capel et al, 001).
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My main concern for gifted pupils is that they may feel in some way alienated from their peers due to their specific talents. The child might also feel under severe pressure to perform consistently well by their parents and the school. I feel that these are valid concerns to which a fine balance between encouragement and 'pushiness' must be established. I have also found that very able children, who have amazing aptitudes for learning, are sometimes subject to poor social skills. Possibly these communicative skills are being overlooked as the child has developed so well in other areas.
In order to examine whether these ideas were fitting or not, I have studied a few journal articles. Joan Freeman is of the mind that, in Britain, our education system is lagging behind other countries where it is commonplace that, 'all children have the right to do their best including the most able' (Freeman, 000). I tend to agree that we focus more attention of the SEN pupil having the right to do their best rather than every pupil. For some strange reason, the Scottish psyche does not like people to do very well, high achievers are seen as some alien race, which we must be very wary of and put down at every opportunity. This is where I propose that the challenge for every teacher lies we have to try to change this attitude of national disapproval of high achievers. However, the world was not created in one day! Therefore we need to take the first steps of supporting and encouraging every child in their specific talents and most importantly, getting the child to believe that they can achieve and will achieve and we may just be able to start changing the future. In extending this belief to every pupil and providing each with hope, I would feel secure in the knowledge that, as a teacher I had initiated change. If I am to back this up by constantly reviewing and updating my skills through a whole school approach of ongoing training then I think that full inclusion is not as far away as I had at first anticipated.
James R Delisle, however, contends this viewpoint by maintaining that full inclusion for all is a step backward rather than forward. (Delisle, 1). In purporting that the issue of full inclusion is only a 'panacea', he believes that, ' schools who integrate and include fully, are continuing to address only partially the needs of selected students. Gifted students are no exception to the rule'. I do agree with Delisle on his opinion that we should be personalising learning for individual pupils but I recognise that this would mean the need for a huge overhaul of the entire educational system class sizes of around ten pupils, individualised work programs for every pupil, more teacher planning and assessment time and at the end of the day this is a more segregated and exclusive program, the very idea we are trying to let go of! We should be able to strike a comfortable balance between these two stances.
To operate full inclusion to the best of its ability, a positive school ethos must be developed and maintained and in doing so we would be providing a stimulating and rewarding environment for children of all needs and abilities. The school should be looked upon as a 'mini-community' in which pupils learn the benefits of non-discrimination and learn that everybody (including the teachers!) bring their own unique perceptions, interests and abilities with them. Pupil will then move into a future society where they will be more eager to apply to values they have learnt in school. In effect, pupils are the citizens of the future but as citizens of today we must provide each and every one with the abilities, skills and attitudes needed to cope in their lives of tomorrow.
Full social inclusion, if operated successfully by every pupil, every teacher, every department and every school can only be of benefit to all.
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