Scotland school would be detrimental to other learners

Scotland is a country which increasingly places great
emphasis and value on the importance of an education system that strives to
create a meritocratic social system and strong democracy (Devine, 1999). The
success of the education system and the children in it depends immensely on
external factors like teachers, parents, communities and policies. In 2004 the
Scottish education system was overhauled with the introduction of ‘The
Curriculum for Excellence’ (CfE) (Scottish Government, 2004) a new curriculum
designed to meet the needs and abilities of all children through a more
enriched system. The CfE was created with the intention of developing learners
into confident individuals, successful learners, responsible citizens and
effective contributors; also known as ‘the 4 capacities of the CfE’. A main
development within the new curriculum is the movement away from a system based
upon standardised testing and towards a more flexible and varied curriculum
which takes the needs, abilities and levels of all learners into account
(Priestly, 2013). As well as the development of a new curriculum Scotland has
also seen an array of policy changes and implementations. Many administrations
from previous Labour and current SNP parties have produced polices committed to
inclusion, social justice and equality. For example, in 2007 Skills Strategy
(Scottish Government, 2007) was created with one of its major objectives to
ensure equal opportunity and participation for everyone from all social
economical backgrounds. Not everyone is convinced that Scotland is the
egalitarian society many paint it as, this is a point that is argued throughout
Mooney and Scott (2005), however, with the majority of recent policies designed
to see inclusion at the heart of education, Scotland’s efforts and intentions
cannot be argued.


Scotland’s adherence for inclusion
has been further established by an extensive list of legislation which includes
Statutory Guidance: Standards in Scotland’s Schools etc. Act 2000 (Scottish
Government, 2000). Act 2000 seen that all learners would be taught in
mainstream school unless under special circumstances. The circumstances that
would lead to learners being placed in special provisions were if it would lead
to an unreasonably high public expenditure, was against the parents wishes or
if the learners attendance within a mainstream school would be detrimental to
other learners education or the education of themselves. in 2001, the extension
of the Disability Discrimination Act 1995 was furthered to also include
education resulting in schools and local authorities responsibility to make
reasonable adjustments for disabilities as well as insuring the equal treatment
for learners with disabilities. Local authorities were obliged by Scottish legislation
to make and present accessibility strategies in order to record the progress of
the creation of inclusive environments.

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