Achievement and Inclusion in Schools

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Recent developments in the Department for Education and Skills DfES have produced a national pupil database NPD that contains information about the attainments of individual pupils. Every child in the country has been allocated a unique pupil number UPN , which means that the academic progress of individuals can be tracked over time. It is possible to combine data on attainment with the demographic information which is obtained from the pupil level annual schools census PLASC.

Raising the Achievement of All Learners in Inclusive Education - Rosmini, Italy

Thus the NPD and the PLASC are able to provide much of the necessary information to explore issues of individual pupil performance over their school careers. Volume 31 , Issue 3.

Pedagogy for Inclusive Education - Oxford Research Encyclopedia of Education

The full text of this article hosted at iucr. If you do not receive an email within 10 minutes, your email address may not be registered, and you may need to create a new Wiley Online Library account. If the address matches an existing account you will receive an email with instructions to retrieve your username. Lani Florian Search for more papers by this author. Martyn Rouse Search for more papers by this author. Stephen Jull Search for more papers by this author.

Metadata Show full item record. Abstract The teachers' opinions, attitudes, views, feeling and beliefs have been considered an important factor to enhance learner's achievement in inclusive education School Empowerment Programme, MOE, The ability of teachers to cope with learner's diversity play major part when including all children into the regular or mainstream education. Teachers' rush to complete the syllabus in a given duration could affect how they interact with learner with disabilities, therefore, it was necessary to establish teachers' perceptions on learners' achievement in inclusive education setup.

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Descriptive survey research design was adopted in the study. Simple random sampling was carried out to select 18 out of a total of 58 public primary schools in Nakuru Municipality. Simple random sampling was also used to pick teachers out of the teachers in public primary schools in the municipality. The main data collection instrument was the questionnaire that was administered to teachers in the sampled schools.

It is invaluable for teachers who are reflecting on inclusive teaching. Hosting more than 4, titles, it includes an expansive range of SAGE eBook and eReference content, including scholarly monographs, reference works, handbooks, series, professional development titles, and more. The platform allows researchers to cross-search and seamlessly access a wide breadth of must-have SAGE book and reference content from one source. Skip to main content.

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Download flyer Recommend to Library. Description Contents Reviews Preview Most classrooms contain children from a variety of backgrounds, where home culture, religious beliefs and the family's economic situation all impact on achievement.

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  • This needs to be recognised by teachers in order to establish fair, respectful, trusting and constructive relationships with children and their families, which will allow every child to reach their full potential. Dealing with some of the less widely addressed aspects of diversity and inclusion, the book considers: - children who are asylum seekers - the notion of 'pupil voice' - what diversity and equality mean in practice - gender and achievement - looked-after children - social class - disability - ethnicity and whiteness This book is essential reading for any education student looking at diversity and inclusion, and for teachers in role looking for advice on how to meet the professional standards.


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    Achievement and Inclusion in Schools

    Miss Christine Ann Lewis. Professional Development , Edge Hill University. February 25, Mrs Marion Farnworth. August 18, See previous feedback.