Inclusion

Inclusion is more than meeting special educational needs. It is to ensure the participation and highest achievement of all groups at risk of under-achievement. The inclusive school or community recognises and values the richness of pupil diversity and develops appropriate responses to this.

Points arising from research

Inclusion provides communities with challenges that demand change across culture, policy and practice with a significant emphasis on classroom culture and practice
Schools should modify their buildings to allow access to anyone whatever their disability
Schools should actively encourage the admission of pupils with special education needs because everyone benefits from working together
Exploration of teaching and learning styles through a variety of initiatives e.g. Mind Friendly Learning, Multiple intelligences, and Accelerated Learning etc. enhance inclusion
Schools must develop skill in relation to working with gifted and talented pupils
Inclusion is often more implicit than explicit in school plans (although it may be more explicit in practice)
Schools need to focus on inclusion, becoming aware of the full range of issues and opportunities that apply to the term inclusion
Many schools think the term applies only to SEN provision
Issues such as gender and gifted and talented pupils need to be explored
Whilst children are rightly at the heart of this issue, in some schools other groups’ needs are not being addressed e.g. classroom assistants

Key Elements of Inclusion

Valuing and Recognising. Teachers should:
Recognise and celebrate all cultural and family backgrounds and heritages
Recognise and respect differences
Recognise and celebrate a wide range of achievement
Recognise that all pupils are different and can achieve
Value pupils and encourage them to value themselves
Recognise that we are all different, seek to understand those differences and strive to give each individual a sense of worth
Reflect and provide equal opportunities for all members of the school community whatever their age, gender, ethnicity, attainment and background

Challenge. Teachers should:

Challenge prejudice, discrimination and segregation wherever it occurs
Monitor all that is done in the school to ensure inclusion is taking place

Expectation. Teachers should:

Have high and realistic expectations of all members of the school and communicate them clearly
Have high expectations of all agencies to know, show, provide and share good, effective practice and work with all agencies in the best interests of the pupils

Use of resources. Teachers should:

Target resources to overcome barriers to learning, rather than simply to solve problems

Maximise use of ICT resources. More are becoming available all the time.

Development of a whole school culture. Teachers should:

Provide a secure and stimulating learning environment for the whole school community
Accept that everyone has a right to be listened to, to be consulted and to shape and influence decisions
Talk with and listen to pupils
Aim for all school members to have high self-esteem and to show mutual respect
Have a shared vision, which includes partnership with all parties in the community
Involve pupils in debating issues of importance
Operate on the premise that ’difference’, however defined or evidenced, should not be a barrier to learning

Identify and overcome barriers:

Some of the barriers to look out for and overcome:

Time restraints
Limited resources
Unchallenged anti-inclusive principles
Not listening to all individuals
Insufficient support for teachers
Low parental/community expectations
Rigid measurement of attainment and achievement
Stereotyping
Heavy curriculum content
Poor problem-solving skills
External pressures and influences
Lack of knowledge of how children learn
Prejudice (recognised and unrecognised)

Reflection and Discussion

What does inclusion mean to and for your school?

Which areas of inclusion do you recognise in your current classroom practice?

What gaps exist in your school’s approach to inclusion?

You may wish to list these in rank order from ‘easily solved’ to ‘major challenge’ on a 4 point scale.

Some Activities to Develop an Inclusive Classroom

Key element	Objective	Action
Some examples and suggestions
Value and Recognise	Recognise and respect differences.	Assemblies planned to include focus on achievement by people from different ethnic groups/ gender/disability.
Challenge	Challenge prejudice discrimination and segregation wherever it occurs.	Pupils, with staff support, organise their own groups e.g. schools councils, where equality issues can be raised.
Expect	Have high and realistic expectations of all members of the school and communicate them clearly.	Specific targets for the lesson explained clearly, expressed in terms of what the pupil will know, understand and be able to do, written on board or front sheet/displayed visually in striking colour.
Use Resources	Target resources to overcome barriers to learning, rather than simply to solve problems.	Headteacher analyses budget to ensure pupils with different needs receive appropriate share of resources available.
Develop a Whole School Culture	Aim for all school members to have high self-esteem and to show mutual respect.	Use PCP - PRAISE-CONSTRUCTIVE EDUCATIVE FEEDBACK -PRAISE - when giving feedback about pupils' work. The brain remembers beginnings best, followed by endings and will remember the part in the middle if it is of specific interest.
Identify and Overcome Barriers	Not listening to all individuals.	Circle Time: Teachers or pupils decide on a topic for discussion. Pupils sit in a circle and only allowed to talk when it is their turn. Pupils can choose whether or not to speak; all contributions are accepted and valued.