Assignment 3: Analysis of Inclusive Education, SIAS, Child Development

This assignment delves into the multifaceted aspects of inclusive education, exploring its definition as an educational strategy welcoming all students in regular classrooms. It examines the Screening, Identification, Assessment, and Support (SIAS) strategy, detailing its two key purposes: identifyin...Read More

Running head: ASSIGNMENT 3
Assignment 3
Name of the Student
Name of the University
Author Note

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Assignment Question
Question 1:
Inclusive education referred as the educational strategy where all the students attend as well as
are welcomed by their neighbourhood schools in, regular classes, age-appropriate and are
supported for learning, contributing as well as participating in all aspects of the life of the school.
Inclusive education is more about how the management of the school develops as well as design
the classrooms, programs as well as well as activities so that students develops the ability to
participate together.
In a classroom of inclusive education, students, regardless of their challenges are placed in an
age appropriate classroom for receiving high quality interventions, instruction as well as supports
that facilitate them for meeting success in the core curriculum. Inclusive education gets carried
out in common learning environment that denotes an educational setting where students with
different backgrounds as well as with different abilities develop knowledge together in an
inclusive environment.
The learning environment of an inclusive education delivering classroom should include
Enabling each student to participate in the learning environment
Providing a positive climate that in turn will promote a sense of belonging
Demonstrating responsiveness to the learning needs of each student along with providing them
with sufficient support.
Question 2:

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2.1. The two key purposes of the Screening, Identification, Assessment and Support (SIAS)
strategy are:
1. To screen as well as identify the learners who experience barrier to their learning and
development. Some of the major barriers that hinder the learning and development of the
learners include socio economic barriers and educational barriers. These two barriers can further
be segregated into physical disabilities social and cultural barriers, financial issues, emotional
factors as well as lack of effective motivation. Considering the fact that each student may possess
different barriers that are hindering their learning process, it is highly crucial for the teachers to
identify individual learning barrier so that the same can be eradicated by implementation of
effective strategies.
2. To establish a support package for addressing these barriers. The support package may be
defined as strategies that are needed to address the barriers identified. Support Packages vary
from level 1 to level 5, on the basis of the intensity and the variety. Each support packages iss
comprised of a variety of resources which may be human, physical, or material, or a combination
of these.
2.2. The stage 1 of the SIAS strategy includes verifying the learning profile of the student where
the school and the teachers gain information about the background of the learner to understand
his or her basic requirements, aspirations and talents. The next stage includes identification of the
barriers of learning as well as development. This includes reflection of the teacher, consultation
and involvement of the parents, identifying the support requirements of the learner along with
contextual barriers, reviewing the classroom practices and arrangements ad tracking the support
provided. The third stage of SIAS strategy includes assessment of the support requirements along

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with determining level and nature of support needed. In this stage the institution level support
team, along with the teacher and the parents review the impacts on teacher’s an school’s work,
analysis of the capacity if the school within the existing resources for meeting the needs and
achieve improvement, identification of the community resources, in depth assessment of the
support needs of the learner, determination of support packages needed application for
additional resources and determination of the eligibility for access to alternative specialised
programmes.
Question 3:
Child development: The term child development can be defined as the period of physical,
cognitive as well as social growth which begins during the birth and continues through early
adulthood. It denotes the process with the help of which human beings grow as well as develop
maturity from infancy to adulthood.
Physical development: the term physical development can be defined as the process that gets
initiated during the time of human infancy and continues till the late adolescents. The physical
development of an individual depends both on gross as well as fine motor skills along with
puberty.
Cognitive development: It refers to a field of study associated with neuroscience and
psychology that targets on the growth of the children in terms of abstract resources information
processing language learning perceptual skill along with other aspects associated with a
developing adult brain.
Emotional development: it can be referred as the ability of recognizing, express as well as
manage feelings in the various stages of life and it helps a child to develop empathy for the

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feelings of others. The emotional development of a child includes both positive as well as
negative emotions s that highly affects the relationship with parents, peers and siblings
(Armstrong, Armstrong and Barton 2016).
Social development: when it comes to Social development, it can b defined as the process with
the help of which a child develops the knowledge as well as interact with people around himo r
her. While a child develops as el as perceive his or her own individuality with the community,
they also develops the skills of communicating with other individuals along with the processing
their actions.
Spiritual development: the spiritual development can be defined as the development of the
personality of a child towards a religious or a spiritual desire of better personality. Development
of spirituality of an individual’s mean that he or she has developed higher awareness and
consciousness that will help the individual to integrate spirituality to a higher degree of his or her
daily life activities.
Question 4:
4.1. Diversity
The term diversity can be defined as one of the chief essences of evaluation. Itt encompasses the
differences between the individual that makes them unique. These diverse factors include,
however is not limited to, colour, language, nationality, race, sexual orientation, gender, religion,
socio economic status, physical and mental ability and age. Diversity can be called one of the
leading survival tactics of the human race. Diversity can be considered as one of the leading
tactics of survival of the human race. Thus it can be said that diversity is highly crucial in the
nature. When it comes to diversity in classroom, the differences includes sexual orientation, race,

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ethnicity, socio-economic status, religious as well as political beliefs, ability as well as difference
in ideology. Diversity can be considered as exploration as well as incorporation of thee
differences in order to enhance the learning of the students in the classroom. A diverse classroom
fosters better collaboration within the classroom. A diverse classroom develops the feelings of
being and belonging within the students. Not only this, it enhances the communication skills of
the students and makes them ready for academic achievement. However, diversity in the
classroom also introduces a good number of challenges for the teachers (Gherardi 2016).
Conflict between the students may arrive which needs to be dealt with effective strategies.
Cultural competence as well as awareness needs to be developed by the student. As per the
researchers, students feel safer in and out of the school when they possess a diverse education
(Armstrong, Armstrong and Barton 2016). Learning with classmates with different cultural
background or unique physical or mental ability allows to students to develop comfort with
cultural difference which in turn helps them in the future. Along with this, it promotes empathy
while reducing prejudices. Studding in a environment that is isolated racially can leads to
development of prejudices. Thus being educated in a diverse classroom can prevent the same.
In the school where I work as a teacher, I initially found that the classroom is diverse but
requires strategies to become a more diverse. The first step, I took was understanding each an
individual students. I took time to understand the strengths, weaknesses, learning style as well as
traits of the students. For instance, one of the student, john was physically disabled. He had polio
in his right leg. I noticed that he develops better understanding the lessons when I give examples
and draw pictures. This encouraged me to incorporate different styles of teaching. I noticed that
while some students are more visual, some are more hands-on when it comes to learning. For
visual learners, I used to describe lesson by showing pictures. This helped them in remembering

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the lesson. The next step that I took to foster diversity within the class is equal access to
opportunities. I made it sure that all the children are getting access to equal chances when it came
to participating as well as contributing to the classroom. Finally, I ensured that the diversity f the
classroom is celebrated by conversation as well as activities. For instance, I used to keep ice
breaking activates where I encouraged children to share their unique experiences. This enhances
communication between the children and also strengthens their bond to a great level.

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Reference list
Armstrong, F., Armstrong, D. and Barton, L., 2016. Inclusive education: Policy, contexts and
comparative perspectives, pp.23-29.
Gherardi, S.A., 2016. Unfinished Bridges over the Digital Divide: A Case Study in Technology
and Inclusive Educatio, pp.42-45.
Slee, R., 2018. Inclusive education: From policy to school implementation. In Towards inclusive
schools?, pp. 30-41.