English Critical Analysis 2022

Running head: ENGLISH
English
Name of the Student
Name of the University

1ENGLISH
Introduction
The term inclusive education can be defined as the education process where all students
irrespective of their disability, class, religion and gender are welcomed by schools in an age
appropriate as well as regular classes. They are also provided with effective support to learn,
participate as well as contribute to all aspects of the school life. The Inclusive Education
Framework is a new digital resource for schools to help prepare, assess and develop how schools
serve pupils with special educational needs. In this paper a critical analysis of inclusive
education as well as school development frameworks that is influenced by the attitudes of the
teachers and professional practice in the UK context has been conducted. In UK, several rules
and legislation has been implemented in order to ensure effective inclusive learning. However,
several challenges have been faced by both the educators as well as the students when it comes
to inclusive education. Considering the fact that the attitude of the teachers is directly related to
the performance of the students as well as their potential to develop their skills and knowledge
through the academic career, lack of effective bonding between the teachers and students possess
the potential to impose highly negative impact on the student’s academic life. According to
Drummond, Hart and Swann (2013), teachers who are highly experienced and support the
morale behind inclusive educations are more likely to effectively follow the school development
frameworks and enhance learning outcomes of the students. On the other hand, mainstream
teachers, who lack expertise to teach a classroom with students from different cultural
backgrounds and disabilities and thus possess different educational needs, are less likely to
ensure positive outcome. In order to ensure an effective inclusive education in UK, it is highly
crucial to education the teachers about the importance of inclusive education and enhance their
expertise through training to match up with the school development framework.

2ENGLISH
In this report, explanation of different paradigm associated with the field of education in
relation to disability will be discussed. In this section, definition of the key concepts like
inclusive education, diversity and teachers attitude has also been discussed. Along with this,
greater analysis of teacher attitudes and practices related to inclusion and school development
and further critique of the psycho medical paradigm as a key barrier to change has been
conducted in this report.
Section 1
Inclusive education ensures that all children in the regular school system have appropriate
learning opportunities. This enables children with as well as without disabilities to engage with
individually personalized assistance in the same age appropriate classes at the local school as
needed. It needs a new, child-centered curriculum, that involves representations of the full
spectrum of students in society (not just individuals with disables), which represents the needs of
all children – ramps instead of walkways and doors large enough for wheel Chair users, for
example. According to Saloviita (2020), inclusion and inclusive practice in education is used
interchangeably, there exist a major difference between the two. While inclusion is defined as the
step taken by the government to include all students irrespective of their cultural, religions
differences and disabilities to study, in the same classroom, inclusive practice is refer to the
practice that actually possess the potential to ensure successful inclusion, inclusion without
implementing inclusive practice in classrooms remains an incomplete and ineffective approach
towards inclusive education. Students are taught in small classes at an inclusive school, in which
they cooperate and encourage each other rather than compete. In classroom, at lunchtime or on
the playground children with disabilities are not isolated.

3ENGLISH
A key concept associated with inclusive education is diversity. In inclusive schools children from
different ethnic, religious and cultural background as well as children with various types of
disability study in the same classroom. According to Campbell (2002) Inclusive education,
along with children, also provides learning opportunities for both youths and adults. The goal is
to eradicate exclusion that results from negative attitudes as well as lack of response to diversity
in race, ethnicity, social class, language, religion, gender, sexual orientation, economic status and
ability. Ferri and Connor (2010) have argued that diversifying a classroom has raised several
challenges for teachers, specially teachers who are accustomed with teaching mainstream
classrooms to ensure development of all the students in a similar way. However, teachers with
special trainings as well as experience to teach inclusive classrooms face lesser amount of
difficulties.
Another key term associated with inclusive education includes teachers’ attitudes towards
inclusive education. According to Saloviita (2020), inclusion primarily depends upon the
attitudes and the ability of teachers to react to these differences positively and effectively to SEN
/ D learners, their views and differences in classrooms. Actually, it can be evident how critical
the teacher's attitudes are. It's difficult to understand how any additional funding or instruction
will prevent a job from failing if a teacher does not want a certain child in their classroom. This
cannot simply decide the outcome that services such as information or assistance exist. The
instructor must also use these tools to achieve a certain purpose. According to Frederickson and
Cline 2009), one of the chief factors that impose highly negative impact on the attitude of the
teachers is the overall level of acceptance of the concept of inclusive classroom amongst
teachers. According to a good number of educators in UK, inclusion of disabled students, as well
as students with SEN will lower the speed of progress of mainstream students. In UK, only two