Category: Special education

Introduction

Females and males are obvious to their different ways of learning. Not only that, but many schools are still digging deeper on the best way they can benefit a child’s way of learning. In any way, if it does increase a child’s span to learn, it will and should be considered. Seeing the obvious difference between the two genders, schools have adjusted to the new curriculum of separate boys and girls classrooms just to see the possible success in the change. Although it is not fully proved to be a better educational choice, many schools have come to believe it is.

Global Perspective

Over the decades of this debateful question, should schools go to single gendered classrooms? On a global perspective, genders have been evened out to be much more different than we think. A huge con against this is from greengarageblog, speaking among the issue that children should learn to co-exist with females and males. For example, a sentence says “People who opposite gender single gender classrooms say that preparing students to be with peers of the opposite sex will teach them these differences and make it easier for them to adapt to situations and understand that men and women can compromise and complement eachother.” Which is undeniable, as the globe has enough sexism. Infact, it is a good way to abolish it when you put gender differences together. Again, we could look as from the same site, greengarageblog, also says that teachers may have it easier on themselves to teach without worry. Quote on quote it says, “Advocates say that single gender classrooms make it easier for teachers to prepare gender-specific lessons for students.” As that boys and girls have different preferences to how they are taught. It provides more evidence to this by saying, “Males are usually more on physical activities while females prefer more interaction with their peers.” This speaks a lot when you have to keep in mind the consequences of the separate genders learning better by their differences.

National/Local Perspective

The question is asked again. Are single sex classrooms the best decision for students? Here’s the statistics for the USA. According to the chart from edweek, Florida, Texas, New York, and Missouri are the biggest contributors to the single sex classroom program. Only 7 states have no single gendered schools. And 75% of these classes are in urban and rural areas. But what is to back up the good and bad between this? A huge con to this decision

Personal Perspective

Based on the research found, my personal belief is that students of both genders learn better in separate classes. Throughout writing my essay, I say that with all that I have looked through, children would most likely do better in separate classes. From what i have learned, single-sex classrooms will make it easier for educators to align the students behavioral characteristics with their teaching style. Girls tend to enjoy studying in a relaxed setting where they work together and reach consensus. Boys tend to favor a more competitive, physically active, and louder environment. Early research shows that for math and science, girls get the most benefits from being together. By stressing about how they appear to be children, they feel more comfortable with their abilities and have more opportunity to participate in class discussions. Children, usually more comfortable in math and science, dominate lessons, and teachers are more likely to call children. It also shows that the single-sex classes also benefit boys. It is possible that boys’ teachers will follow a teaching style that promotes boys’ tendencies to be blunt and confrontational at times, loud and enthusiastic, and disturb each other as well as the teacher during discussions. Of course, not all girls and boys in single-sex classrooms will be relaxed, and voluntary participation would have to be mandatory. But providing single-sex classrooms in public schools, particularly in math and science, is the cheapest, most efficient and easiest ‘innovation’ possible to improve performance.

Possible Course of Action

Studies are shown to say kids learn better, and even do better on their exams, when learning in single gendered classrooms. But other studies show that children need the interaction with the opposite gender. So what’s the best course of action we can take here? Well, one possible way of dealing with the issue is STEM. STEM stands for science, engineering, technology, and mathematics. STEM education combines these topics in order to teach ‘skills of the 21st century,’ or knowledge that students need if they want to excel in the workforce of the future. The premise is that to prepare for employment and compete with students from different parts of the world, students here in the United States need to be able to solve problems. So, the basic idea is to use STEM to separate these genders. But how do we make sure each male and female get the cooperation skills they may need in the future? Simply. Electives such as art, physical education, culinary, agriculture, etc. may be used to put both together. This is most useful considering electives are more seen to be hands on activities, enabling students to learn how to work together regardless of sex.

I would like to share my “why” for seeking my masters in this program of study as I feel that it is my calling and explains my philosophy. I started my education at TTU in engineering and dropped out after 3 semesters. I realized this was not what God had planned for me to do, nor did I enjoy it. While volunteering in my daughters 1st grade class I realized what I wanted to do with my life at that point and time. My daughter, being diagnosed with ADHD and having a seizure disorder had an IEP. I decided to go back to school and major in education. In doing so, I took my first SPED class and felt a tug at my heart each time I wrote a paper, read a chapter from our book, or heard a story from a parent of a special needs’ child. I fought back tears many times while reading, writing and listening, and just couldn’t understand why. I had felt these feelings before in church when the Holy Spirit would get ahold of me, but I couldn’t relate the two until later in life. I was at the end of my college career, so I thought when one of my professor’s came to me and told me I missed my calling and she wished I would reconsider majoring in SPED. At that point in my life as a single parent working and going to school, I just wanted to graduate and get on with my life. Fast forward 20 years. My only sibling had my first and only nephew. He was the light of my life as my daughter was now grown. He didn’t speak, and we noticed something just didn’t seem quite right as he was not reaching the same milestones as other children his age. He was born with 3 holes in his heart and a few other complications. At the age of 3 he was diagnosed with 3Q29 Microdeletion and we still don’t know much about it. All I wanted to do and still want to do is protect him and love him and give him as normal of a life as possible. During my 10 years of teaching middle school math, the administration and other special education teachers seemed to see that I worked best with special needs children and that these children responded to me in a way they had not before, so that is how they populated my classes and I was happy. I quit teaching for a year and became a SPED assistant, as I just needed a break after teaching middle school math for 10 years. Upon returning to my hometown and seeking a teaching position again, I filled three maternity leaves and each were in special education. The first being in the Pre-K Autism classroom, the second being K-2 resource, and the third with the Independence Program. Each time I begged the teacher to extend their leave so I could stay. I then realized God had placed me exactly where he wanted me and I knew what I needed to do. I registered at TTU to get my masters in special education and will never look back. I am exactly where I need and want to be.

Special education is a form of instruction that’s designed to meet the needs of students with disabilities, so that they can learn the same skills and information as other children in school, and the disabilities may be physical, emotional, or behavioral. I feel that all students are unique, capable of learning and have specific needs and should be taught in the least restrictive environment based upon those needs and we as special education teachers are responsible, along with the school staff in meeting those needs. Children should be in an educational environment where they are able to grow physically, mentally emotionally and socially in order to reach their full potential. I feel that students also need to feel safe, loved and respected in their learning environment in order to thrive.

I have had the opportunity to work with individuals with special needs in many different settings including my personal life with my nephew. I have seen first-hand that these students have the ability to overcome the disability by finding ways to build on the students’ strengths and finding new ways for them to learn by accommodating and modifying in order for them to reach their full potential. It is important to remember that no two students are the same and learning styles are extremely varied and we as special educators must differentiate our instruction to fit those learning styles. I feel that in teaching special education we have been given a gift that allows us the opportunity to help these children strive to be the best they can possibly be and show them how to make and reach goals through varied styles of teaching. All students learn differently and focusing on their strengths is important as we apply what we learn in this program of study we have chosen. Using accommodations for the different modes of learning: visual, auditory, kinesthetic and tactile, will help each child reach their full potential. Valuing each child’s identity is of great importance in special education.

Teaching special education not only provides me an opportunity to do what I love, but also share my passion for helping others. I feel the world is lacking love, kindness, compassion and empathy and I want to share that with children who might not receive it otherwise. One of my greatest strengths as an educator has been building relationships with my students and gaining their trust and letting them know they are loved and respected in my classroom and when they have a good foundation, they are not only willing to learn but eager. I feel that with each year that passes, I grow as a person from the experiences that happen in my classroom. I am not just teaching these students’; they are teaching me.

Effective instructional practices for students with special needs are models that teachers are required to understand and implement throughout their teaching careers. In order for all students to attain successful learning experiences within the classroom, it is vital that teachers understand who their students are as well as their capabilities for learning (Education Services Australia, 2011, p. 8). Upon reflecting on a range of instructional practices for students with special education needs within a regular school setting, strategies such as reading comprehension strategy instruction (CSI) and mnemonic strategy instruction (MSI) are significant practices amongst many that have been implemented effectively in a range of classroom settings. As CSI and MSI are two significant strategies for effective teaching and learning, they are also two inclusive practices that I believe will be highly effective to undertake on with my year two internship class later this year.

Reading comprehension strategy instruction (CSI) has been noted as a thoroughly researched intervention used in many classroom settings including those in special education (Trabasso & Bouchard, 2002, p. 177). CSI initially focuses on having students actively engage with both cognitive and metacognitive strategies in order to comprehend a text (Berkeley, Scruggs & Mastropieri, 2010; Brigham, Berkeley, Simpkins & Brigham, 2007).

As an effective instructional strategy, CSI allows students to experience intentional, problem solving thinking processes when analysing and interacting with a text (Berkeley, Scruggs & Mastropieri, 2010, p. 439). Furthermore, CSI enables learners to build upon “…the capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply” (NCEE, 2010, p. 5) There are seven key strategies that teachers must integrate in order to successfully implement CSI: monitoring comprehension, clarifying texts through metacognition, the use of graphic and semantic organisers, answering questions, generating questions, recognising story structure and summarising the text (Armbruster, Lehr & Osborn, 2001, p. 42-45). These key strategies all interrelate in order to give students an alternate and more explicit view on how to comprehend texts. In regard to applying CSI within a diverse learning environment, teachers must explicitly model, demonstrate or guide the selected students in order for them to become self- regulated learners (Edmonds, Vaughn, Wexler, Reutebuch, Cable, Tackett & Schnakenberg, 2009). CSI is solely directed to students with mild disabilities and reading deficits who have an “…absence of appropriate cognitive strategies or ineffective and non-persistent deployment [to comprehend texts]” (Gersten, Fuchs, Williams & Baker, 2001, p. 287).

Teachers can impart these CSI strategies through cooperative learning with other students and also through adapting flexible strategies of learning for students with special education needs in order to be inclusive to all (Education Services Australia, 2011, p. 9). It is important to observe and note the implications of CSI in both mainstream classrooms, and for children with special needs as all learners are spread across a continuum of abilities. In addition to this, it is vital that teachers are aware that the CSI strategies integrated within a diverse classroom setting must cater to the needs of all students whilst maintaining an inclusive classroom environment (Little, 2017). An example of utilising effective CSI based practices with a diverse class can be seen through motivating the students through a cooperative learning approach with small group instruction (Lencioni, 2013, p. 26). It can be seen that students who find certain aspects difficult to grasp in their education often develop a negative outlook on that specific area. With a cooperative learning approach to utilising CSI in a diverse class, students with special needs can be placed in similar ability or mixed ability groups. This can be seen as a highly valuable experience for all learners to engage with, as students who have and do not have special needs are able to work within an inclusive classroom. All students are given the same text that grasps their interests but are given a variety of adjusted questions to discuss suited on their ability to comprehend texts (DET, 2005, p. 13). This specific approach to utilising CSI practices has been favourably effective in regard to student participation and also the development of metacognition in comprehending texts (Lencioni, 2013, p. 26). In regard to applying CSI methods within my future professional teaching practices, I feel that I would most definitely use this strategy of implicating small group discussion tasks on my internship class. I feel that the students who have a learning disability would appreciate a different approach to comprehending texts. This approach can ultimately enrich their understanding of how to comprehend literature more thoroughly and confidently through oral communication. From my experiences with my internship class, these students work extremely well through group tasks as they feel socially included with the other students and often feel more motivated and confident to progress through their work in comparison to doing individual and independent work (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008, p. 8).

Mnemonic strategy instruction (MSI), or memory enhancing strategies, is seen as an effective instructional strategy that is commonly implemented across a large learning range within classrooms (Brigham & Brigham, 2001, p. 1). Mnemonic strategies initially focus on “… a specific reconstruction of target content intended to tie new information more closely to the learners existing knowledge” (Fontana, Scruggs & Mastropieri, 2007, p. 346).

Additionally, MSI acts as a simplified method of understanding and reinstating new information. The three key strategies that are implemented and embedded within MSI are keyword strategies (using concrete words to recall a new term), peg word strategies (facilitating new information using an methodical number sequence for knowledge to be recalled) and letter strategies (using acronyms and acrostics to recall information) (Fontana, Scruggs & Mastropieri, 2007, p. 346). It can be seen that mnemonic strategies can “…help [students with special needs] bridge between their areas of relative cognitive strength and their areas of relative weakness” (Mitchell, 2008, p. 116). Along with this, MSI has been proven to have been validated for learners who possess learning disabilities as well as with typical students at varying levels of education (Brigham & Brigham, 2001, p. 1). Comparably, students with learning disorders or other disabilities may take longer to grasp onto certain mnemonic strategies although it has been proved to have significantly increase their learning and ability to recall knowledge more consistently (Mastropieri, Sweda & Scruggs, 2000, p. 70). A key factor that has assisted in the effectiveness of this instructional strategy has been the “high degree of enjoyment” that the students have experienced due to the educator’s methods of exerting the MSI strategy (Scruggs, Mastropieri, Berkeley & Marshak, 2010, p. 81). Furthermore, research has also highlighted that teachers are favourable of MSI as it takes less time to plan and teach as well as it gives the students the chance to customise their own individual approaches to make recalling much easier (Fontana, Scruggs & Mastropieri, 2007, p. 352).

The implications that surround mnemonic strategy instruction is essentially presented in a manner that all students are able to interact and successfully gain a positive and inclusive learning experience from. MSI can become a highly effective instructional strategy where teachers can undertake a range of flexible and personalised approaches in order to cater to the needs and abilities of all students within the class (Corbett, 2001, p. 8; DET, 2016, p. 3) An example of utilising mnemonic strategy instruction within a diverse class can be seen through a letter strategy of certain concepts, for instance using the acronym MINTS (months and days, “I” as a word, names of people and places, titles, start of a sentence) to remember how to use capitalisation in sentence writing. This example can be relatable for the students as it is something that the students are familiar with in their everyday lives (i.e. mint lollies). From my personal experiences with students in my internship class who have a learning disorder, I had found that mnemonic instruction (specifically using the keyword strategy with visuals) was a highly effective approach that enabled the students to recall and reflect on certain instructions for writing skills. For instance, the teacher had a range of cartoon/clipart images propped up on the whiteboard that gave all students in the class the chance to look back and refer to if they are struggling to remember certain sequences of writing procedures. Not only did the mainstream students benefit from this strategy but students who had a learning disorder were able to successfully use this practice to write out a procedure. As this was a fantastic example of how to implement an effective mnemonic strategy in the classroom, I would most definitely apply this similar approach with the same class for my internship. Similarly, I would create an “memorable mnemonics” pin board or poster that displays the class’s unique mnemonics, such as the letter strategy MINTS, for all students to consistently refer back to for their writing skills across all key learning areas. Additionally, I would have the students glue in small printed variations of the “memorable mnemonics” into their workbooks, depending on the KLA, to make this learning approach more accessible and inclusive.

Effective instructional strategies are ideals that teachers must be aware of in regard to the attending to the learning needs of their students. Educators who are attentive to their students’ needs, specifically those with special needs, are more likely to have students with a larger success rate of learning. From analysing the two instructional practices of reading comprehension strategy instruction (CSI) and mnemonic strategy instruction (MSI), there are a wide range of approaches that teachers can implement in order to develop and maintain a positive and inclusive learning environment. I personally feel that these two strategies are the most effective in relation to my internship class, as I feel that there is a great potential for students with special needs to become more engaged, confident and included for learning within the classroom environment. Along with this, I feel that it is extremely important for all students to enjoy learning new methods of understanding. In doing so, this can be achieved through implementing inclusive practices through instructional strategies such as CSI and MSI.

REFERENCES

1. Armbruster, B.B, Lehr, F., & Osborn, J. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read, pp. 1-58. National Institute for Literacy. Retrieved September 1, 2017, from https://www.nichd.nih.gov/publications/pubs/Documents/PRFbooklet.pdf
2. Berkeley, S., Scruggs, T.E., & Mastropieri, M.A. (2010). Reading comprehension instruction for students with learning disabilities, 1995-2006: A meta-analysis. Remedial and Special Education, 31(6), 423-436. Retrieved September, 2, 2017 from DOI: 10.1177/0741932509355988
3. Brigham, R., Berkley,S., Simpkins, P. & Brigham, M. (2007). Reading comprehension strategy instruction. Division for learning disability and division for research, 12. Retrieved from: www.teachingLD.org
4. Brigham, R. & Brigham, M. (2001). Mnemonic instruction. Division for learning disability and division for research, 12. Retrieved September 27, 2017 from www.dldcec.org/alerts/
5. Corbett, J. (2001). Supporting inclusive education: A connective pedagogy. London: RoutledgeFalmer. Department of Education and Training. (2005). Disability standards for education 2005. Retrieved from https://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_2005_plus_guidance_notes.pdf
6. Edmonds, M.S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K.K., & Schnakenberg, J.W. (2009). A synthesis of reading intervention and effects on reading comprehension outcomes for older struggling readers. Review of
7. Educational Research, 79(1), 262-300. Retrieved September 2, 2017 from http://www.jstor.org/stable/40071166
8. https://www.nichd.nih.gov/publications/pubs/Documents/PRFbooklet.pdf
9. http://journals.sagepub.com/doi/abs/10.1177/0741932509355988
10. http://www.teachingld.org/
11. http://www.dldcec.org/alerts/
12. https://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_2005_plus_guidance_notes.pdf
13. https://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_2005_plus_guidance_notes.pdf
14. http://www.jstor.org/stable/40071166
15. Education Services Australia. (2015, orig. publication 2011). Australian professional standards for teachers. Sydney, Australia: Board of Studies, Teaching and Educational Standards NSW.
16. Fontana, J. L., Scruggs, T., & Mastropieri, M. A. (2007). Mnemonic strategy instruction in inclusive secondary social studies classes. Remedial and Special Education, 28(6), 345-355. doi:10.1177/07419325070280060401
17. Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279-320. doi:10.3102/00346543071002279
18. Lencioni, G. M. (2013). The effects of explicit reading strategy instruction and cooperative learning on reading comprehension in fourth grade students. Retrieved September 29, 2017 from http://repository.usfca.edu/cgi/viewcontent.cgi?article=1069&context=diss
19. Little, C. 2017. EDUP4010 Special education course b, tutorial 1, week 1: Models and Nprinciples of education for all [Lecture PowerPoint slides]. Retrieved from https://elearning.sydney.edu.au/bbcswebdav/pid-4838129-dt-content-rid-20539460_1/courses/2017_S2C_EDUP4010_ND/Lecture%201%20Handout.pdf
20. Ministerial Council of Education, Employment, Trading and Youth Affairs. (2008). Melbourne declaration on educational goals for young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
21. Mastropieri, M. A., Sweda, J., & Scruggs, T. E. (2000). Putting mnemonic strategies to work in an inclusive classroom. Learning Disabilities Research and Practice, 15(2), 69-74. doi:10.1207/SLDRP1502_2
22. http://repository.usfca.edu/cgi/viewcontent.cgi?article=1069&context=diss
23. https://elearning.sydney.edu.au/bbcswebdav/pid-4838129-dt-content-rid-20539460_1/courses/2017_S2C_EDUP4010_ND/Lecture%201%20Handout.pdf
24. https://elearning.sydney.edu.au/bbcswebdav/pid-4838129-dt-content-rid-20539460_1/courses/2017_S2C_EDUP4010_ND/Lecture%201%20Handout.pdf
25. http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
26. Mitchell, D. (2008). What really works in special and inclusive education: Using evidence- based teaching strategies. London: Routledge.
27. National Centre for Education Evaluation (2010). Improving reading comprehension in kindergarten through 3rd grade. Retrieved on September 4, 2017 from http://files.eric.ed.gov/fulltext/ED512029.pdf
28. NSW Department of Education. (2016). Disability inclusion action plan 2016-2020. Retrieved September 28, 2017 from https://www.det.nsw.edu.au/media/downloads/strat_direction/strat_plans/disaplan.pdf
29. Scruggs, T. E., Mastropieri, M. A., Berkeley, S. L., & Marshak, L. (2010). Mnemonic strategies: Evidence-based practice and practice-based evidence. Intervention in School and Clinic, 46(2), 79-86. doi:10.1177/1053451210374985
30. Trabasso, T., & Bouchard, E. (2002). Teaching readers how to comprehend text strategically.
31. In C.C. Block & M. Pressley (Eds.), Comprehension instruction: Research based best practices (pp. 176–200). New York: Guilford. http://files.eric.ed.gov/fulltext/ED512029.pdf
32. https://www.det.nsw.edu.au/media/downloads/strat_direction/strat_plans/disaplan.pdf

Introduction

As a healthcare professional, we are aware of the correlation between the usage of tobacco-based products and nicotine dependence. To this day smoking remain one of the most seriously and deadly public health issue, due to its ongoing effect on our vulnerable populations, especially those suffering from mental illnesses. In order to achieve relevant and efficient level of care for those healthcare clients which may suffer from nicotine based addictions, we must first explore the coexisting relationship between recognizing the specific needs of those individuals, and the ability of the healthcare team to adequately meet those needs. One of the barriers towards achieving efficient level of care especially in the psychiatric nursing care is the lack of educational curriculums focusing on the usage of tobacco-based products and the possibility of nicotine dependence. This result in decline level of knowledge predominantly in psychiatric nurses furthermore effecting the provision of successful intervention. At the same time the neurobiological and psychosocial links to smoking appear stronger in certain individuals who suffer from mental illnesses such as schizophrenia and general depression disorders. In addition, long term cigarette consumers suffering from nicotine dependence and are at increased, risk of developing smoking-related morbidities which can fatally impact their quality of life, especially in smokers with co-existing mental illness.

Article Summary

According to the article, title “Making a Case for Systematic Integration of Theory-Based Tobacco Education into Graduate Psychiatric/Mental Health Nursing Curriculum,” the authors, conducted specifically focused research using statistical data (Schwindt R.G., & Sharp D., 2013). This article research supports the specific statements that the use of tobacco-based products is significantly higher among specifically population group, such as the people suffering from mental illness (Schwindt R.G., & Sharp D., 2013). The neurobiological and psychosocial links to smoking appear stronger in certain individuals who suffer from mental illnesses such as schizophrenia and general depression disorders. This article specify that all participants of this group should exhibit the same or similar psychological issues; “presence of broad range of mental, emotional or behavioral conditions that cause significant functional impairment, thereby limiting the person’s ability to engage fully in life activities,” (Schwindt R.G., & Sharp D., pp.166, 2013). According to the statistical data present in the article,” persons with SMI’s represent only 22% of the population as a whole, those who smoke consume 187 billion cigarettes per year, which accounts for 44% of the tobacco market,” (Schwindt R.G., & Sharp D., pp.166, 2013). In addition, long term cigarette consumers suffering from nicotine dependence and are at increased, risk of developing smoking-related morbidities which can fatally impact their quality of life, especially in smokers with co-existing mental illness. The authors Schwindt R., and Sharp D., informed us that all of the fallowing medical conditions are effected to certain degree by smoking, and in some specific respiratory-based illnesses we see significant worsening of these conditions. Those conditions include on a first place “cardiovascular disease, fallow by chorionic pulmonary obstructive disease, cancer, diabetes, and stroke,” (Schwindt R.G., & Sharp D., pp.166, 2013). “As a result, they have a life expectancy that is 25 years shorter than the general population,” (Schwindt R.G., & Sharp D., pp.166, 2013). In addition, according to the article “tobacco dependence, even in the absence of depressive symptoms or substance abuse, can be predictive of future suicidal behavior,” (Schwindt R.G., & Sharp D., pp.166, 2013). Knowing this information can be very helpful to psychiatric nurses.

Moving along according to Schwindt R., and Sharp D., a public health issue of this magnitude demands a multi-level approach that is first easy to grasp by the team members and the patents and second easy to coordinate between all the levels of the healthcare team. One of the barriers towards achieving efficient level of care especially in psychiatric nursing care is the lack of educational curriculums focusing on the usage of tobacco based products and the possibility of nicotine dependence. This result in decline level of knowledge predominantly in psychiatric nurses furthermore effecting the provision of successful intervention. In addition, research findings indicate that psychiatric nurses may hesitate to include smoking prevention goal in the plan of acre if physiological manifestation are not present (Schwindt R.G., & Sharp D., pp.167, 2013). According to Schwindt R., and Sharp D., most of the educational curriculums that are part of the requirements for obtaining a degree in bachelor of science in nursing in the United States, required “less than 2 hours of actual teaching time for tobacco use and dependence, with many allocating less than 1 hour,” (Schwindt R.G., & Sharp D., pp.167, 2013). In addition, the article also disclosed that although, “the majority of both BSN and graduate programs include some content related to the health effects of smoking (96.5% and 90.0%, respectively), few offer material on clinical cessation techniques, or require any clinical experience related to tobacco dependence treatment,” (Schwindt R.G., & Sharp D., pp.167, 2013). Although, some mental health facility offer post-graduating training opportunity to newly grad psychiatric nurses. Mental health professionals report that those training opportunities are either to limited or, when available to time-consuming (Schwindt R.G., & Sharp D., 2013). Furthermore, escalating the problem of excessive tobacco dependency among the mentally ill client population (Schwindt R.G., & Sharp D., 2013).

Finally, one of the possible solution that the authors discus in this article is Self-determination theory. Self-determination theory discus the importance of human motivation as the leading force of behavior changes, by combining first-hand rationally based information with evidence based practices addressing the current issue (Schwindt R.G., & Sharp D., pp. 168, 2013). According to the article so called autonomously, motivation which is imbedded in the self-determination theory helps people initiates behavior changes by allowing a person to play with their freedom and to act independently (Schwindt R.G., & Sharp D., 2013). In addition, to prove that self-determination theory work effectively when used the authors, conducted a specifically designed research study for mental health professionals who attended a smoking cessation workshop led by SDT trainers (Schwindt R.G., & Sharp D., 2013). The results show that mental health professionals especially psychiatric nurses “were more likely to integrate tobacco-dependence counseling into their practices if they felt more autonomously motivated,” (Schwindt R.G., & Sharp D., pp.168, 2013). In sum, participation in tobacco dependence training promotes an increase in knowledge and confidence, the adoption of more positive attitudes, and more frequent use of, or intentions to integrate, tobacco cessation interventions into clinical practice.

Article Critique

This article has the strengths of providing various sources to back up the data It is explained in an easy to follow manner with tables for further visualization. Some weaknesses include lacking some explanation of what some of the numbers mean in correlation to the study, also, this was a convenience sample and not a random sample of participants. This study also took a very specific group of people and was a very small scale, so results nationwide may be different.

I would recommend this article to a colleague. I think it is helpful for nurse and health-care professionals to think about when caring for this specific type of group and use it to further improved and individualization of care for these clients.

Conclusion

As a healthcare professionals, we are aware of the correlation between the usage of tobacco based products and nicotine dependence. To this day smoking remain one of the most seriously and deadly public health issue, due to its ongoing effect on our vulnerable populations, especially those suffering from mental illnesses. In order to achieve relevant and efficient level of care for those healthcare clients which may suffer from nicotine based addictions, we must first explore the coexisting relationship between recognizing the specific needs of those individuals, and the ability of the healthcare team to adequately meet those needs. One of the barriers towards achieving efficient level of care especially in the psychiatric nursing care is the lack of educational curriculums focusing on the usage of tobacco-based products and the possibility of nicotine dependence. “Participation in tobacco dependence training promotes an increase in knowledge and confidence, the adoption of more positive attitudes, and more frequent use of, or intentions to integrate, tobacco cessation interventions into clinical practice,” (Schwindt R.G., & Sharp D., pp.169, 2013). “Self-determination theory is a useful framework for the development of such a program by providing the means to understand the motivation required to adopt a new behavior, such as tobacco cessation counseling,” (Schwindt R.G., & Sharp D., pp.169, 2013).

References

1. Schwindt R.G., Sharp D., (2013) Making a Case for Systematic Integration of Theory-Based Tobacco Education into Graduate Psychiatric/Mental Health Nursing Curriculum
2. Archives of Psychiatric Nursing, 27 (4), pp. 166-170

Teacher proximity methods square measure accustomed send drawback behavior by creating activity transitions swish and increasing student on-task behaviors. Students with disabilities might feel separated from classmates, with associate degree accumulated risk of loss of non-public management and social participation with peers. In fact, students with disabilities square measure usually severally motor-assisted by non-PE qualified teacher assistants, in activities separated from a daily school-based alphabetic character setting.

Inclusive Teaching Strategies

The first principle of universal style theory is that the ‘what’ of learning. It says to use ‘multiple means that of illustration’. Whereas some students square measure visual learners, others might grasp data higher once it’s bestowed through text, or once it’s spoken orally or tutored through proprioception learning. Whereas these differentiated teaching ways might support the wants of scholars with disabilities, they provide diversity of instruction to the whole room, giving every and each student a chance to find out within the means they are doing best. Similarly, different mediums to interact with students is very important in comprehensive lecture rooms by using a diversity of materials and mediums to interact students. Samples of mediums might embody theater, art, video and PC software package, additionally to the normal mediums of lecture and text. Through varied teaching techniques and mediums, academics will increase the engagement of their entire category, not simply WHO scholars, replying to a selected sort of learning and expression.

Disruptive room behavior will have an effect on not simply the teacher, however the opposite students within the room additionally. Developing a behavior management set up will assist you steel oneself against the inevitable moment a student or students exhibit turbulent behaviors. The behavior set up ought to be shared with folks and students, so most are awake to the expectations and consequences ought to those expectations not be met.

Strategies for comprehensive teaching promote inclusion, reducing stereotype threat, and fostering a growth mental attitude. Comprehensive teaching and learning refer to modes of teaching and learning that square measure designed to actively have interaction, include, and challenge all students. The observe of comprehensive teaching may facilitate instructors broaden and expand their understanding of their own disciplines and of what they hope to accomplish in teaching and in analysis.

When you square measure making ready lectures, queries for discussions, scenarios, case studies, assignments, and exams embody language, examples, socio-cultural contexts, and pictures that mirror human diversity. Whenever potential, choose topics and materials that mirror contributions and views from teams that are traditionally underrepresented within the field.

Creating Inclusive Environment

When talking with students throughout category, communicate clearly, set and enforce ground rules for respectful interaction within the room, like pointers for tributary concepts and queries and for responding with all respect to the concepts and queries of others. If a student’s conduct may well be silencing or harmful others (intentionally or not), prompt the whole category of the bottom rules, then speak with the coed severally outside of sophistication regarding the potential effects of their conduct. Therefore, it’s vital to require action to do to boost the educational setting for all.

Depending on the scale of the category, we tend to get to grasp our students and also the individual views, skills, experiences, and ideas that they create into your course. Moreover, educators ought to communicate high standards for student learning and action in your course and specific confidence that each student are able to do these standards. Additionally, educators will embody structured support among the course that’s designed to assist students come through those standards. As an example, connect students to course-specific resources like supplemental facilitate sessions, peer mentors, and study guides.

According to Dweck (2006), we must always foster a ‘growth mindset’ by transfer the thought that intelligence isn’t a mirrored image of mounted, natural talents, however will amendment and grow over time. Educators ought to facilitate students develop a growth mental attitude by speaking with them, regarding the extent to that experiences of educational faltering will offer opportunities to grow and improve. As an example, if a student involves discuss an unsatisfying grade on an assignment, work with the student to spot specific areas wherever the student is troubled, and to spot 2-3 new methods the students will use to boost in those areas.

In addition, consider suggestions about the way to encourage accumulated participation and inclusion of numerous contributions, and what factors can be perceived as barriers to participation and inclusion.

Resource Person as Support

In addition, we can ask a colleague or staff member to observe our teaching to be able to consider suggestions about how to encourage increased participation and inclusion of diverse contributions, and what factors might be perceived as barriers to participation and inclusion. Identify adjustments you can make to minimize the latter. During physical activities disable students should have a specific person who is here to help him personally during the activity.

It is important for inclusion teachers to advocate the needs of their special education students by ensuring that resources such as peer tutoring, instructional assistants, team teaching and staff development opportunities are available along, with consistent policies that assess the individual student’s progress.

Conclusion

Students with disabilities learning in inclusive colleges have distinctive experiences wherever they act perpetually with their non-disabled peers. The success of inclusive education in any context depends upon several factors. Lecturers themselves are an important element to make sure the standard of students’ inclusion within the faculty surroundings. Lecturers have direct interaction with students and play an essential role in determinative students’ experiences within the schoolroom on a daily. Special attention should be paid to make sure that school room educators have the talents and support required to supply quality education to youngsters with various learning wants. This needs the collaboration of school room educators, key lecturers, faculty principals, education officers and policy manufacturers. Educating students with special needs with their age acceptable peers, a lot of colleges are turning to an inclusion model of education service delivery. Once regular education lecturers and education lecturers are placed during a co-teaching state of affairs, there is an excellent deal of pleasure still as concern for everybody concerned. As several lecturers will attest to, teaching is an excellent expertise or it is a really confusing expertise. Communication to suggestions are key things to stay in mind once operating during inclusive education. Communication and having an open mind to suggestions are two key things to keep in mind when working in a co-teaching situation.

This essay aims to critically analyse the relationship between inclusion, achievement, and attainment in Scottish education, by discussing the three concepts to determine their importance within the educational standards. It will be argued that the three concepts work in partnership and thus, follow the Scottish Governments hopes to provide high educational standards. Educational settings are becoming increasingly diverse and development is essential. To understand and analyse the relationships, this paper will consider relevant legislation, educational theory, policy and guidance and research on inclusion, achievement, and attainment, from the Scottish Government and academic research through a literature review. Furthermore, the three concepts will be compared, incorporating strengths, weaknesses, and apparent issues between them.

The definition for the concept of inclusion is difficult, with no full understanding available, however the Scottish Government states: “an inclusive approach recognises diversity and holds the ambition that all children and young people are enabled to achieve to their fullest potential is the cornerstone to achieve equity and excellence in education for all of our children and young people” (SG, 2019: 3). Furthermore, the Index for Inclusion states: “Inclusion in education involves the processes of increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools… Inclusion is concerned with improving schools for staff as well as students” (Booth & Ainscow, 2002). Inclusion has become increasingly more crucial for the development of children and is embedded into teacher training. It is an educational perspective that acknowledges that all children should be included within the mainstream, and therefore not isolated nor excluded due to any additional support needs (ASN). Additionally, inclusion entails pupil’s participation in their own learning and describes an educational system that enhances participation and reduces exclusion in schools, so a child feels they belong, guaranteeing they can gain academic achievement (Booth, 2002).

The United Nations Convention of the Rights of the Child (UNCRC) protects children’s rights so they can achieve their full potential, without discrimination. This has shown in studies, as positive for behaviour management, improved health and wellbeing and a higher self esteem in pupils, which can impact on a child’s feelings of inclusion and empowerment (Osler, 2010). It links with the aims of Getting it Right for Every Child (GIRFEC), to improve and support the well-being of children by offering help when required (GTCS, 2016). This allows for pupils to be included no matter their circumstances and draws upon an inclusive practice approach by teachers to employ strategies for supporting diversity and reducing potential barriers so that pupils can achieve their full potential in learning (ECU, 2014). For inclusive practice to be successful, resources must be available for use, alongside consideration of the pupil’s specific support needs. Furthermore, teachers must have adequate levels of training in the approach so that they can practice inclusively. Teacher’s must not underestimate the abilities and potential of a pupil, aiming for high, appropriate, and realistic expectations for each pupil. In addition, the Dweck Mindset Theory incorporates arguments of inclusive practice, linking achievement and attainment which reflect ideas for successful inclusive education “that all students can learn and progress” and “achievement for all is changeable and not fixed” (Hattie, 2009: 218). Differentiation is the adjustment of the teaching practice, often considered in terms of inclusive practice, involving individual lesson planning and methods of teaching, and learning resources, to facilitate each diverse pupil and meet their ability levels. The difference between inclusion and differentiation includes the equal opportunities to achieve all pupil’s full potential, by supporting those with special and additional needs (Hart, 1996). However, this can theoretically impact on the more able learners through an absence of challenging learning and skill development.

Inclusion is a concern within legislation and policies, specifically as a human right for all (UN, 1948). It is discussed primarily within Scottish education, focusing on reinforcing it within the curriculum (Riddell, 2009: 289). However, some negativity and uncertainty for its implementation to education has arose due to the concept’s flexibility and its broad approach can be specific at times, but also varied among the diversity of pupils (Florian & Black-Hawkins, 201: 314). It has been argued that inclusion and inclusive practice are hampered considerably by government legislations and policies, withholding development in the approach to education. Irrespective of numerous government legislations and policies, inclusion is challenging to execute due to conflicting guidance (Booth, 2005: 154). Yet, the Scottish Education Secretary recently stated that “our legislative and policy commitments are amongst the most extensive in the world” (Swinney 2013: 3).

There are many aspects for inclusion that are positive and negative, but it does not come without challenges. Careful consideration is required when planning for ASN pupils, but despite guidelines and policies that emphasize the significance of inclusion, educational settings may not be able to provide full inclusion due to their circumstances. Conflicts in government policy between the ‘standards’ and ‘league tables’ discourse and the ‘inclusive schools’ discourse have made it challenging for educational settings to be fully inclusive (Evans & Lunt, 2002: 1). Society has pressed for a result-driven ethos, whereby educational settings concentrate on academic excellence and thus compete for funding. This has resulted in failure to provide for ASN pupils, leaving them neglected and excluded, the opposite of the aim for inclusion.

The concept of achievement is continually changing and began as an interpretation for attainment from testing and exams, whereby pupils were compared and assessed based on their peers, reflecting society’s views (Cole, 1990: 2). Currently, achievement is discussed as an individual concept more positively by acknowledging a pupil holistically and considering their learning. Ability is not to be confused with achievement however, with an emphasis on the achievement of all children. By measuring a pupil’s achievement beyond testing and exams, a child’s development can be ascertained instead of measuring through their ability (Winstanley, 2019: 360). Regardless of developing policies, the perception of high standard achievements being deemed as successful have not entirely been eliminated. With national and regional statistics on exam results reported annually there is still an overhanging view of high standards of results being the goal. Inclusive practice can subsequently be refused due to a negative view that effects academic achievement of those who did not receive as high results, meaning standards overall are lessened (Black-Hawkins, 2010: 21). Furthermore, a fully accommodating educational ethos can provide and promote achievement in pupils and teachers, producing a supportive environment for achievement. The CfE holds these key aspects within the quality indicator framework for creating a child focused ethos. In addition, ‘How Good is Our School (HGIOS4) supports measuring success of pupils through attainment throughout the curriculum and learner’s achievements (SG, 2015a: 50). The policies encompass both achievement and attainment, to create a link between them, in academic accomplishment and other significant areas.

Extra-curricular achievements have become vital for child development, with educational settings placing a greater importance on the significance of academic and non-academic achievements. They can help the improvement of academic attainment through participation, with research finding that activities out with the curriculum can positively affect academic achievement, more so in disadvantaged children (Morris, 2012: 287). This in turn is beneficial for closing the attainment gap. Furthermore, it is highlighted throughout the Curriculum for Excellence (CfE): “personal achievement provides children and young people with a sense of satisfaction and helps to build motivation, resilience and confidence” (SG, 2008).

Attainment overlaps similarity with achievement making the understanding of the concepts solely, difficult. Attainment is understood as the progress a learner makes from obtaining new skills that are then shown through improvement in a formal way, from which teachers check the learning through assessments (STEC, 2019). Moreover, attainment is reaching a specific level of skill that was set as a benchmark or achieving a goal or something of importance, however it does not always recognise the academic achievements of learners. The CfE developed a set guide for pupil progress within Scotland which outlines age specific benchmarks for learners (SG, 2008). If a learner is unable to work to the set benchmark, the attainment levels differ and can be the result of various issues such as ASN or Adverse childhood experiences (Houtepen et al, 2020). Furthermore, there has been evidence to suggest that there is an increase in behavioural issues where academic attainment is the sole focus within education (Sosu & Ellis, 2014).

The poverty attainment gap is one of the main continual obstacles in educational achievement, impacting on pupil destinations (Sosu & Ellis, 2014: 3). Raising attainment is a dedication that requires an array of approaches, strategies, and initiatives, with a focus on poverty and health and wellbeing from a young age (SG, 2013). Initiatives to support this, such as ‘The Scottish Attainment Challenge’, pursues improvement in attainment overall and closing the attainment gap (SG, 2014). A further initiative, the ‘National Improvement Framework’ (NIF), seeks to address the same objectives, using a plan that assesses learners at various points within their education for literacy and numeracy, creating data results that are used in local authorities and nationally in support of assisting poverty (SG, 2016). The Scottish Attainment Challenge acknowledges that learning is specific to each learner and seeks to create positive conditions for learning and improve attainment in poorer pupils through partnership working and teacher development to improve the outcome for disadvantaged learners (Baars et al, 2014; McCluskey, 2017: 26) The aim is to focus on development in health and wellbeing, literacy and numeracy, concentrating specifically on areas of deprivation in Scotland and thus, providing funding such as the Pupil Equity Funding (PEF) to assist in closing the gap (SG, 2015b). Regardless of the funding provided, understanding the scale and nature of the attainment gap is crucial to developing a plan to help close it. With health and well-being a key area for attainment to ensure the development of a safe and nurturing environment, collaboration between school and homes can help to close the gap.

Scottish education focuses on the expectation of values and principles shaping social justice, fairness, and equality, yet regardless of this, the attainment gap is still largely predominant in Scotland according to a current PISA report and EEF report, which highlighted key problems that can advise educational settings and teachers following analyse (OCED, 2013; EEF, 2017). There are arguments that believe that the gap is fabricated, stating that there should only be a raising of the bar, to ensure all children, specifically those from disadvantaged backgrounds can reach a minimum educational threshold (Murphy, 2014). Raising attainment is promoted strongly in a universal manner, but through directed approaches and policy initiatives attainment could become more supported by schools. Implementing the correct and successful initiatives for closing the gap are difficult as education alone, cannot stop the impact of poverty and no matter the help provided, the balance will always be unfavourable for learners living in deprivation (McCluskey, 2017: 27).

Following the review of literature, the relationship between the concepts; inclusion, achievement, and attainment and their definitions and understandings with one another, have been understood to have positive aspects but also pose implications. Inclusion brings a sense of belonging and promotes learner participation, resulting in developments of communication and positive behaviour. Feeling included can assist in academic performance for all learners, not just those with ASN who have been segregated from mainstream learning. Achievement can be affected by factors controlled by educational settings regardless of policies, such as the quality of resources, teaching, and leadership, which highlights that inclusion does not necessarily determine learner achievement. There is an increasing responsibility being placed on schools to provide and incorporate changes and policies into the educational setting, however this places stress on teachers in regard to a lack of resources and training (Black-Hawkins, 2010: 37). Even with policies such as PEF supporting the most disadvantaged areas in Scotland, many necessary policies cannot be implemented to a full extent.

With developing understandings, policies and legislation, an emphasis for educational standards and child development have evolved through the construction of the CfE, GIRFEC, NIF and HGIOS4 (SG, 2008; GTCS, 2016; SG, 2016: ES, 2020). Thus, educational settings can consequently work towards improving their standard of teaching and learning and goals, ensuring a safe and nurturing environment that is child centred. There has been a great emphasis within educational settings to create inclusive schools, that develop the concepts of achievement and attainment for all learners. Achievement is the journey of a learner, attainment as the outcome of the journey, and together result in a successful learner. Continued evolution in teaching practice, pedagogy and adaptions of legislations and policies, is considerably challenging the way the three concepts are understood, alongside the continually changing shifts in social, political, and economic circumstances. There is still a long journey to go for the development of an ideal, with all three concepts as important as one another and all must be implemented together to be successful. As much as schools are developing, there is still a long way to go before full inclusion is achieved for all learners, where achievement is valued, and attainment is an important aspect to all children and lastly, these concepts are not just the responsibility of educational settings, but out with holistically.

Teacher proximity methods square measure accustomed send drawback behavior by creating activity transitions swish and increasing student on-task behaviors. Students with disabilities might feel separated from classmates, with associate degree accumulated risk of loss of non-public management and social participation with peers. In fact, students with disabilities square measure usually severally motor-assisted by non-PE qualified teacher assistants, in activities separated from a daily school-based alphabetic character setting.

Inclusive Teaching Strategies

The first principle of universal style theory is that the ‘what’ of learning. It says to use ‘multiple means that of illustration’. Whereas some students square measure visual learners, others might grasp data higher once it’s bestowed through text, or once it’s spoken orally or tutored through proprioception learning. Whereas these differentiated teaching ways might support the wants of scholars with disabilities, they provide diversity of instruction to the whole room, giving every and each student a chance to find out within the means they are doing best. Similarly, different mediums to interact with students is very important in comprehensive lecture rooms by using a diversity of materials and mediums to interact students. Samples of mediums might embody theater, art, video and PC software package, additionally to the normal mediums of lecture and text. Through varied teaching techniques and mediums, academics will increase the engagement of their entire category, not simply WHO scholars, replying to a selected sort of learning and expression.

Disruptive room behavior will have an effect on not simply the teacher, however the opposite students within the room additionally. Developing a behavior management set up will assist you steel oneself against the inevitable moment a student or students exhibit turbulent behaviors. The behavior set up ought to be shared with folks and students, so most are awake to the expectations and consequences ought to those expectations not be met.

Strategies for comprehensive teaching promote inclusion, reducing stereotype threat, and fostering a growth mental attitude. Comprehensive teaching and learning refer to modes of teaching and learning that square measure designed to actively have interaction, include, and challenge all students. The observe of comprehensive teaching may facilitate instructors broaden and expand their understanding of their own disciplines and of what they hope to accomplish in teaching and in analysis.

When you square measure making ready lectures, queries for discussions, scenarios, case studies, assignments, and exams embody language, examples, socio-cultural contexts, and pictures that mirror human diversity. Whenever potential, choose topics and materials that mirror contributions and views from teams that are traditionally underrepresented within the field.

Creating Inclusive Environment

When talking with students throughout category, communicate clearly, set and enforce ground rules for respectful interaction within the room, like pointers for tributary concepts and queries and for responding with all respect to the concepts and queries of others. If a student’s conduct may well be silencing or harmful others (intentionally or not), prompt the whole category of the bottom rules, then speak with the coed severally outside of sophistication regarding the potential effects of their conduct. Therefore, it’s vital to require action to do to boost the educational setting for all.

Depending on the scale of the category, we tend to get to grasp our students and also the individual views, skills, experiences, and ideas that they create into your course. Moreover, educators ought to communicate high standards for student learning and action in your course and specific confidence that each student are able to do these standards. Additionally, educators will embody structured support among the course that’s designed to assist students come through those standards. As an example, connect students to course-specific resources like supplemental facilitate sessions, peer mentors, and study guides.

According to Dweck (2006), we must always foster a ‘growth mindset’ by transfer the thought that intelligence isn’t a mirrored image of mounted, natural talents, however will amendment and grow over time. Educators ought to facilitate students develop a growth mental attitude by speaking with them, regarding the extent to that experiences of educational faltering will offer opportunities to grow and improve. As an example, if a student involves discuss an unsatisfying grade on an assignment, work with the student to spot specific areas wherever the student is troubled, and to spot 2-3 new methods the students will use to boost in those areas.

In addition, consider suggestions about the way to encourage accumulated participation and inclusion of numerous contributions, and what factors can be perceived as barriers to participation and inclusion.

Resource Person as Support

In addition, we can ask a colleague or staff member to observe our teaching to be able to consider suggestions about how to encourage increased participation and inclusion of diverse contributions, and what factors might be perceived as barriers to participation and inclusion. Identify adjustments you can make to minimize the latter. During physical activities disable students should have a specific person who is here to help him personally during the activity.

It is important for inclusion teachers to advocate the needs of their special education students by ensuring that resources such as peer tutoring, instructional assistants, team teaching and staff development opportunities are available along, with consistent policies that assess the individual student’s progress.

Conclusion

Students with disabilities learning in inclusive colleges have distinctive experiences wherever they act perpetually with their non-disabled peers. The success of inclusive education in any context depends upon several factors. Lecturers themselves are an important element to make sure the standard of students’ inclusion within the faculty surroundings. Lecturers have direct interaction with students and play an essential role in determinative students’ experiences within the schoolroom on a daily. Special attention should be paid to make sure that school room educators have the talents and support required to supply quality education to youngsters with various learning wants. This needs the collaboration of school room educators, key lecturers, faculty principals, education officers and policy manufacturers. Educating students with special needs with their age acceptable peers, a lot of colleges are turning to an inclusion model of education service delivery. Once regular education lecturers and education lecturers are placed during a co-teaching state of affairs, there is an excellent deal of pleasure still as concern for everybody concerned. As several lecturers will attest to, teaching is an excellent expertise or it is a really confusing expertise. Communication to suggestions are key things to stay in mind once operating during inclusive education. Communication and having an open mind to suggestions are two key things to keep in mind when working in a co-teaching situation.

This essay aims to critically analyse the relationship between inclusion, achievement, and attainment in Scottish education, by discussing the three concepts to determine their importance within the educational standards. It will be argued that the three concepts work in partnership and thus, follow the Scottish Governments hopes to provide high educational standards. Educational settings are becoming increasingly diverse and development is essential. To understand and analyse the relationships, this paper will consider relevant legislation, educational theory, policy and guidance and research on inclusion, achievement, and attainment, from the Scottish Government and academic research through a literature review. Furthermore, the three concepts will be compared, incorporating strengths, weaknesses, and apparent issues between them.

The definition for the concept of inclusion is difficult, with no full understanding available, however the Scottish Government states: “an inclusive approach recognises diversity and holds the ambition that all children and young people are enabled to achieve to their fullest potential is the cornerstone to achieve equity and excellence in education for all of our children and young people” (SG, 2019: 3). Furthermore, the Index for Inclusion states: “Inclusion in education involves the processes of increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools… Inclusion is concerned with improving schools for staff as well as students” (Booth & Ainscow, 2002). Inclusion has become increasingly more crucial for the development of children and is embedded into teacher training. It is an educational perspective that acknowledges that all children should be included within the mainstream, and therefore not isolated nor excluded due to any additional support needs (ASN). Additionally, inclusion entails pupil’s participation in their own learning and describes an educational system that enhances participation and reduces exclusion in schools, so a child feels they belong, guaranteeing they can gain academic achievement (Booth, 2002).

The United Nations Convention of the Rights of the Child (UNCRC) protects children’s rights so they can achieve their full potential, without discrimination. This has shown in studies, as positive for behaviour management, improved health and wellbeing and a higher self esteem in pupils, which can impact on a child’s feelings of inclusion and empowerment (Osler, 2010). It links with the aims of Getting it Right for Every Child (GIRFEC), to improve and support the well-being of children by offering help when required (GTCS, 2016). This allows for pupils to be included no matter their circumstances and draws upon an inclusive practice approach by teachers to employ strategies for supporting diversity and reducing potential barriers so that pupils can achieve their full potential in learning (ECU, 2014). For inclusive practice to be successful, resources must be available for use, alongside consideration of the pupil’s specific support needs. Furthermore, teachers must have adequate levels of training in the approach so that they can practice inclusively. Teacher’s must not underestimate the abilities and potential of a pupil, aiming for high, appropriate, and realistic expectations for each pupil. In addition, the Dweck Mindset Theory incorporates arguments of inclusive practice, linking achievement and attainment which reflect ideas for successful inclusive education “that all students can learn and progress” and “achievement for all is changeable and not fixed” (Hattie, 2009: 218). Differentiation is the adjustment of the teaching practice, often considered in terms of inclusive practice, involving individual lesson planning and methods of teaching, and learning resources, to facilitate each diverse pupil and meet their ability levels. The difference between inclusion and differentiation includes the equal opportunities to achieve all pupil’s full potential, by supporting those with special and additional needs (Hart, 1996). However, this can theoretically impact on the more able learners through an absence of challenging learning and skill development.

Inclusion is a concern within legislation and policies, specifically as a human right for all (UN, 1948). It is discussed primarily within Scottish education, focusing on reinforcing it within the curriculum (Riddell, 2009: 289). However, some negativity and uncertainty for its implementation to education has arose due to the concept’s flexibility and its broad approach can be specific at times, but also varied among the diversity of pupils (Florian & Black-Hawkins, 201: 314). It has been argued that inclusion and inclusive practice are hampered considerably by government legislations and policies, withholding development in the approach to education. Irrespective of numerous government legislations and policies, inclusion is challenging to execute due to conflicting guidance (Booth, 2005: 154). Yet, the Scottish Education Secretary recently stated that “our legislative and policy commitments are amongst the most extensive in the world” (Swinney 2013: 3).

There are many aspects for inclusion that are positive and negative, but it does not come without challenges. Careful consideration is required when planning for ASN pupils, but despite guidelines and policies that emphasize the significance of inclusion, educational settings may not be able to provide full inclusion due to their circumstances. Conflicts in government policy between the ‘standards’ and ‘league tables’ discourse and the ‘inclusive schools’ discourse have made it challenging for educational settings to be fully inclusive (Evans & Lunt, 2002: 1). Society has pressed for a result-driven ethos, whereby educational settings concentrate on academic excellence and thus compete for funding. This has resulted in failure to provide for ASN pupils, leaving them neglected and excluded, the opposite of the aim for inclusion.

The concept of achievement is continually changing and began as an interpretation for attainment from testing and exams, whereby pupils were compared and assessed based on their peers, reflecting society’s views (Cole, 1990: 2). Currently, achievement is discussed as an individual concept more positively by acknowledging a pupil holistically and considering their learning. Ability is not to be confused with achievement however, with an emphasis on the achievement of all children. By measuring a pupil’s achievement beyond testing and exams, a child’s development can be ascertained instead of measuring through their ability (Winstanley, 2019: 360). Regardless of developing policies, the perception of high standard achievements being deemed as successful have not entirely been eliminated. With national and regional statistics on exam results reported annually there is still an overhanging view of high standards of results being the goal. Inclusive practice can subsequently be refused due to a negative view that effects academic achievement of those who did not receive as high results, meaning standards overall are lessened (Black-Hawkins, 2010: 21). Furthermore, a fully accommodating educational ethos can provide and promote achievement in pupils and teachers, producing a supportive environment for achievement. The CfE holds these key aspects within the quality indicator framework for creating a child focused ethos. In addition, ‘How Good is Our School (HGIOS4) supports measuring success of pupils through attainment throughout the curriculum and learner’s achievements (SG, 2015a: 50). The policies encompass both achievement and attainment, to create a link between them, in academic accomplishment and other significant areas.

Extra-curricular achievements have become vital for child development, with educational settings placing a greater importance on the significance of academic and non-academic achievements. They can help the improvement of academic attainment through participation, with research finding that activities out with the curriculum can positively affect academic achievement, more so in disadvantaged children (Morris, 2012: 287). This in turn is beneficial for closing the attainment gap. Furthermore, it is highlighted throughout the Curriculum for Excellence (CfE): “personal achievement provides children and young people with a sense of satisfaction and helps to build motivation, resilience and confidence” (SG, 2008).

Attainment overlaps similarity with achievement making the understanding of the concepts solely, difficult. Attainment is understood as the progress a learner makes from obtaining new skills that are then shown through improvement in a formal way, from which teachers check the learning through assessments (STEC, 2019). Moreover, attainment is reaching a specific level of skill that was set as a benchmark or achieving a goal or something of importance, however it does not always recognise the academic achievements of learners. The CfE developed a set guide for pupil progress within Scotland which outlines age specific benchmarks for learners (SG, 2008). If a learner is unable to work to the set benchmark, the attainment levels differ and can be the result of various issues such as ASN or Adverse childhood experiences (Houtepen et al, 2020). Furthermore, there has been evidence to suggest that there is an increase in behavioural issues where academic attainment is the sole focus within education (Sosu & Ellis, 2014).

The poverty attainment gap is one of the main continual obstacles in educational achievement, impacting on pupil destinations (Sosu & Ellis, 2014: 3). Raising attainment is a dedication that requires an array of approaches, strategies, and initiatives, with a focus on poverty and health and wellbeing from a young age (SG, 2013). Initiatives to support this, such as ‘The Scottish Attainment Challenge’, pursues improvement in attainment overall and closing the attainment gap (SG, 2014). A further initiative, the ‘National Improvement Framework’ (NIF), seeks to address the same objectives, using a plan that assesses learners at various points within their education for literacy and numeracy, creating data results that are used in local authorities and nationally in support of assisting poverty (SG, 2016). The Scottish Attainment Challenge acknowledges that learning is specific to each learner and seeks to create positive conditions for learning and improve attainment in poorer pupils through partnership working and teacher development to improve the outcome for disadvantaged learners (Baars et al, 2014; McCluskey, 2017: 26) The aim is to focus on development in health and wellbeing, literacy and numeracy, concentrating specifically on areas of deprivation in Scotland and thus, providing funding such as the Pupil Equity Funding (PEF) to assist in closing the gap (SG, 2015b). Regardless of the funding provided, understanding the scale and nature of the attainment gap is crucial to developing a plan to help close it. With health and well-being a key area for attainment to ensure the development of a safe and nurturing environment, collaboration between school and homes can help to close the gap.

Scottish education focuses on the expectation of values and principles shaping social justice, fairness, and equality, yet regardless of this, the attainment gap is still largely predominant in Scotland according to a current PISA report and EEF report, which highlighted key problems that can advise educational settings and teachers following analyse (OCED, 2013; EEF, 2017). There are arguments that believe that the gap is fabricated, stating that there should only be a raising of the bar, to ensure all children, specifically those from disadvantaged backgrounds can reach a minimum educational threshold (Murphy, 2014). Raising attainment is promoted strongly in a universal manner, but through directed approaches and policy initiatives attainment could become more supported by schools. Implementing the correct and successful initiatives for closing the gap are difficult as education alone, cannot stop the impact of poverty and no matter the help provided, the balance will always be unfavourable for learners living in deprivation (McCluskey, 2017: 27).

Following the review of literature, the relationship between the concepts; inclusion, achievement, and attainment and their definitions and understandings with one another, have been understood to have positive aspects but also pose implications. Inclusion brings a sense of belonging and promotes learner participation, resulting in developments of communication and positive behaviour. Feeling included can assist in academic performance for all learners, not just those with ASN who have been segregated from mainstream learning. Achievement can be affected by factors controlled by educational settings regardless of policies, such as the quality of resources, teaching, and leadership, which highlights that inclusion does not necessarily determine learner achievement. There is an increasing responsibility being placed on schools to provide and incorporate changes and policies into the educational setting, however this places stress on teachers in regard to a lack of resources and training (Black-Hawkins, 2010: 37). Even with policies such as PEF supporting the most disadvantaged areas in Scotland, many necessary policies cannot be implemented to a full extent.

With developing understandings, policies and legislation, an emphasis for educational standards and child development have evolved through the construction of the CfE, GIRFEC, NIF and HGIOS4 (SG, 2008; GTCS, 2016; SG, 2016: ES, 2020). Thus, educational settings can consequently work towards improving their standard of teaching and learning and goals, ensuring a safe and nurturing environment that is child centred. There has been a great emphasis within educational settings to create inclusive schools, that develop the concepts of achievement and attainment for all learners. Achievement is the journey of a learner, attainment as the outcome of the journey, and together result in a successful learner. Continued evolution in teaching practice, pedagogy and adaptions of legislations and policies, is considerably challenging the way the three concepts are understood, alongside the continually changing shifts in social, political, and economic circumstances. There is still a long journey to go for the development of an ideal, with all three concepts as important as one another and all must be implemented together to be successful. As much as schools are developing, there is still a long way to go before full inclusion is achieved for all learners, where achievement is valued, and attainment is an important aspect to all children and lastly, these concepts are not just the responsibility of educational settings, but out with holistically.