The William Blake quotation:
He who would do good to another, must do it in Minute Particular
General Good is the plea of the scoundrel hypocrite & flatterer:
For Art & Science cannot exist but in minutely organized Particulars
Lesley and Emma on the child care front raised some interesting issues about when "inclusion" (as a "General Good" turns into its opposite by the law of unintended consequences.
Similarly Jackie, Laura and Louise did a good job on the practice of inclusivity among themselves, by managing to explore adjusting to meet individual needs in quite disparate settings, and finding common themes across them, including the utilitarian question of when such adjustments disadvantage other members of the class.
The discussion turned at one point to the medical and social models of disability, and the different approaches which follow from them. This link is to a short piece from Leicester University, on this, and this one from the OU with some more links. We also discussed the use of language in the session--I think the OU piece may be stepping over into Political Correctness--comes back to Blake again.
And of course, the real test for inclusivity policies is how they engage with issues of assessment, as you discussed.
Sam Shepherd blogs on ESOL teaching--he has just vented his spleen at the funding regime which is imposing unrealistic targets on his learners, here. He's is certainly on the same page as those of you working in similar areas.
And for the outcome on discussing the "rhetoric of inclusivity" you may be interested in this.
Incidentally, Wordle is here. But there are other variations, too--see here.
I'll continue to post items of potential interest, but all the best with units 7 and 8, and do get in touch over the assessment.
Update
From the TES on the more serious end of inclusion and post-16 SEN students. And here is a summary of the Green Paper on it.
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