2.2 Ensuring schools and classrooms are inclusive
It is everyone’s job to be inclusive in their approach and to support all learners.
The standards for initial teacher education and registration, career-long professional learning and leadership are all underpinned by a set of values aligned to social justice and commitment to inclusive education.
The General Teaching Council for Scotland (GTCS) Standards [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] state that all teachers have to:
Embrace local and global educational and social values of sustainability, equality and justice and recognise the rights and responsibilities of future as well as current generations.
Commit to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation. These standards are clear and set in the context of equity and social justice.
Reflective Task: Roles and responsibilities
Consider the roles and responsibilities of the following staff who work to support inclusive education including:
senior management
classroom and early years practitioners
specialist teachers; e.g. ASN or Support for Learning and Outreach Teachers
support assistants
facilities staff.
A table has been provided in the Reflective Log for you to list at least one example of how they support inclusive education.
Use the text boxes below to make draft notes.
| Role | Examples of how they support inclusive education |
|---|---|
| Senior management | |
| Classroom and early years practitioners | |
| Specialist teachers e.g. ASN or Support for Learning and outreach teachers | |
| Support Assistants | |
| Facilities staff |
Optional reflective activity
Discuss with colleagues what is their shared understanding of these roles and make some notes in your Reflective Log.
2.1 Inclusive approaches overview