What do we mean by inclusion?
What do we mean by inclusion?
The meaning of the term ‘inclusion’ is not a simple matter of providing a definition. Rather, as discussed by many authors (Farrell 2001; Lindsay 2003; Wedell 2005), it is a complex set of ideas. At the heart of the concept is the aim to ensure that all pupils, regardless of their background, culture, ethnic origin, gender, physical abilities or learning capabilities have the opportunity to engage proactively in their education. Inclusion thus involves social, political and cultural issues, as well as matters relating to
MAKING SCIENCE INCLUSIVE
teaching and learning. In writing this chapter we have focused very delib- erately on the latter, with a particular emphasis on exploring ways in which ICT can be used to support children with learning difficulties and how it can overcome some of the barriers to their learning. We would agree with Rose (2002) in arguing that ‘there is a need to move the inclusion debate forward through a consideration of classroom practice to address the needs of all pupils including those identified as having special educational needs’.
Furthermore, in taking this stance, we feel strongly that, as discussed elsewhere (i.e. Bell 2002, 2003; Davies and Florian 2004), making our teach- ing more inclusive is fundamentally an extension of our own good practice. As Davies and Florian (2004) concluded, ‘questions about whether there is a separate special education pedagogy are unhelpful . . . The more important agenda is about how to develop a pedagogy that is inclusive of all learners.’
A key assumption in our approach to making science inclusive is that ‘children will learn with appropriate teaching’ (Solity 1995) and that ‘effective teaching for those with special needs has direct relevance to effective teaching in general . . . [and] . . . a key element in teaching and learning approaches is the recognition of the learner as an active rather than a passive participant’ (Wedell 2005).
Effective science teaching for children with special educational needs can take place in mainstream settings, special schools or in specific learn- ing environments (such as a hospital school or at home). However, we should also take note of the 2002 joint statement on inclusive science by the Association for Science Education (ASE) and the National Association for Special Educational Needs (NASEN):
Both nationally and internationally, there is a trend towards inclusion for children with special educational needs. This has been interpreted as attendance at a mainstream school for learners with special educational needs. Our view is that inclusion is not simply about placement but related to the quality of the educational experience.
The current context provides challenges and opportunities to educa- tors. Those working in a mainstream environment are engaging with a wider range of students and need appropriate support and guidance on effective inclusion and provision for the students. Some special schools are faced with the new challenge of providing an appropriate science curriculum. There exists a need for the sharing of good practice between those with different expertise.
Inclusive science involves issues of access, quality, relevance and pur- pose. This joint statement encompasses the notion that all students with special educational needs are entitled to access high quality science education that recognises and responds to diverse learning needs.