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nt to counter the effects of poor literacy environment at home, and lack of family communication about education at home. This lack of preparation for school was complicated by local cultural factors such as socialisation of boys from working class households into the role of the ‘northern lad’ who was expected to behave stereotypically, and not necessarily express an interest in education.

 

In summary, “some children came to school from families where education was not valued, with limited experiences, and(particularly in primary schools) limited language skills” (p 5). Gallannaugh and Dyson (2003) provide two competing perspectives on the work at Broad mead primary school. In one sense, teachers were willing to implement new teaching strategies as they had ‘internalised’ the demands of the national curriculum and school assessment system, but also the characteristics of working class children that make them deficit (p 7).

 

This could be regarded as anti-inclusive practice since it aimed to socialise working class children into middle class ideals. However, an alternative perspective on the work at Broadmeadis that the school resisted the pressure and constraints of current educational policy, and found time to try out alternative learning strategies, which children self-reported as beneficial. Furthermore, teachers’ deficit view of the working class children was increasingly challenged as they were equipped with new skills to allow them to demonstrate their true abilities.

 

Conclusion总结

Recent Government policy has moved towards emphasising inclusive education, particularly in the early years. However, there is a danger that policy will remain mere ‘rhetoric’ unless there is evidence based research to provide teachers with practical skills to provide equality of opportunity for their pupils. Research studies have consistently shown that working class children are regarded as the ‘problem’ that must be adapted to the middle class educational environment of the infant school classroom.

 

However, a social model of inclusive education that acknowledges individual difficulties in adaptation, as well as institutional barriers to learning maybe a more constructive approach. Teachers working within English schools are constrained in the classroom by their need to meet national curriculum requirements, and achieve required standards from their pupils. Conversely, teachers recognise that some children enter infant school poorly prepared forth demands of formal education through their home backgrounds, and require additional support. Implementation of special strategies to enhance the language, communication and thinking skills of children, such as at Broad mead school, maybe one solution.

 

However, children of lower social class backgrounds may require long term intervention if ‘inclusive education’ is trul本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。