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) 2021 Professional Standards [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] outline what it means to become, to be and to grow as a teacher in Scotland.
‘A commitment to the professional values of social justice, trust and respect and integrity are at the heart of the Professional Standards and underpin our relationships, thinking and professional practice in Scotland’.
2021-Standard-for-Full-Registration.pdf (gtcs.org.uk)
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 learning and childcare 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 learning and childcare 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 how these roles contribute to an inclusive environment. Make some notes in your Reflective Log.
2.1 Inclusive approaches overview