What you are about to read are the opening and closing few paragraphs of an assignment about Diversity and Participation in Education!  I got a really good mark for them and though I’d share them with you because I enjoyed writing them (these paragraphs only!) so much! Enjoy!

‘The trouble with schools is they always try to teach the wrong lessons, believe me, I’ve been kicked out of enough of them to know’ sings male character, Fiyero, in the hit musical Wicked (Schwartz, 2004), before he continues with his philosophy of education.  His diverse needs have not been met in the most effective way in school, as a result, his participation in school and lessons has been terminated numerous times and this has resulted in exclusion in a place where there should be inclusion.  Consequently he has lost all faith in the education system as he feels it has lost all faith in him.  Because of various approaches in place in schools, the Department for Children, Schools and Families (DCSF) have reported that exclusion rates in the United Kingdom are decreasing annually (2009).  These and other approaches will be discussed with respect to diversity, participation and meeting the needs of every child in the classroom.

A LOT OF RANDOM TALK ABOUT D&P

With regard to Fiyero, the musical character introduced at the beginning, Every Child Matters states clearly ‘clusters of schools can work together to…help retain within the school system pupils who might otherwise be excluded’ (DfES, 2003).  Reed (2005, p.14) suggests that ‘a coherent strategy…(should) be put in place that reaches every child at risk of developing challenging behaviour.’  She continues to suggest that there should be individualised preventative measures in place rather than only managing behavioural needs when rules are broken.  Such measures may reduce the impact of Fiyero’s behavioural needs on the rest of the class and could also stop him being taken out of lessons.  Consequently he may feel like he can participate more, he could make some friends and he may even become a calmer, happier pupil.

If Fiyero had gone through school after Every Child Matters was introduced and with the discussed approaches and strategies to diversity and participation in place, his story might have had a different ending and he might have had increased faith in the education system.  His particular behaviour needs would require strategies based around the individual approach.  If the root of his problems were at home, the teacher would notify the relevant experts and various services would work together to ensure the home problem was rectified.  Within school, Fiyero’s needs would be identified early on and plans would be put in place for effective provision.  He would have someone he could talk to if he was feeling angry or if he thought he was going to break the school rules.  His teacher would be in constant contact with his family, social worker, doctor, the police and any other professional.  The school would provide a breakfast and after school club so that if his parents did not have time to give him breakfast he could eat something.  Fiyero’s parents would have someone at school that they can contact for help, advice and support regarding Fiyero and his behavioural needs.  With all these strategies in place, his individual, diverse needs would have been met in a much more effective way and perhaps he would have been more willing to participate in lessons.