This blog is a little preparation for my literature review. I'm just going to use this to try and piece all my notes together about what I have read so far. Also to share this and see if anyone else is thinking similar thoughts or has any further ideas.
Mainstream schools in England are required to follow an inclusion policy, guidelines set out by the government, the department for education . These guidelines are to help schools understand and implement an inclusive education within their classrooms. So what does that mean? Over the last 20 years or so, legislation has changed and been developed, now all schools are required to include children who may have SEN or other educational barriers. The legislation also extends to children who may not speak English as a first language, children who have sensory development issues as well as emotional and behavioural difficulties. Principally , every child has the right to an education in the school that is best for them. There are many factors to these guidelines including also what should be done if it is deemed unsuitable for a child to be in mainstream, this occurs if it is deemed that the inclusion of a child is disturbing the education of other children. Schools are to meet the needs of the child and actively strive towards inclusive policies and create a leaning environment that is suitable for all of its pupils. As a SEN support , I have worked in roles before one to one with a child who has, for example recently been given a statement. Between myself, the class teacher and sometimes an educational psychologist we then figure out what is best for the child. It is often a process of trial and error, sometimes things that have worked previously to support another child's inclusion will not work with child. Everyone is unique and different and even if two children have a similar statement that's not to say that the same support techniques will also work n a similar way.
The Department for Education and Skill (DFES) says,
' schools, local education authorities and other should actively seek to remove barriers to learning and participation.'
So is it working? According to the DFES policy schools who have used tools provided such as the index for inclusion have seen a positive outcome.
However it is also argued that on an evidential bases, more research needs to be done. (G, Lindsay 2007) research in this are is complex and difficult because of the amount of variables, it is not black and white. SEN itself covers a wide range of needs and each can present themselves differently in each different case. It all can be deemed individual to each child, just as each child themselves is an individual and unique.
There is also the question of environment. Schools themselves have been identified as 'communities of practice' ( Ainscow, Booth and Dyson 2006) with individual personalities and certain ways of doing things and implementing their own policies as well as policies from education authorities. I would agree that this is another variable to add to the list. Having worked through an agency and in a wide range of schools I often have to tread carefully and ensure I am familiar with the school's identity in order to understand my role within the already established environment. I often think it is like moving into someone else's home.
The other considerations include the attitudes and training history of the teacher (Lindsay 2007). How does the teacher respond to the situation, do they fully believe in the inclusion policy? Are they willing to implement it? Can they approach a situation objectively and without prejudice and discrimination? Teachers have so much to consider, so much pressure is put on levels and attainment that inclusion of a severely disruptive child could be seen as having a negative effect on the rest of that class and their learning. So training is imperative in the need for inclusion, support is given to teachers to assure they can balance all of the needs of the classroom and ensure the quality of learning for each and every child. Again from personal experience I have seen a wide range of teachers who have their own strategies for implementing inclusion.
The research itself, or lack of, shows us that there are marginally positive outcomes in some studies. (Lindsay 2007) I believe the answer to this question lies within the supporting of children's rights and also our developing society and culture. Even if all the research comes back with negative results from inclusive practice, that is more likely to highlight the need for more training and an evaluation of current implementation practice rather than the need for inclusion itself. Inclusion is a support of children's rights to a suitable, challenging and attainable education, we should be striving to reach this to support children in their future. We should promote the attitude of acceptance within society, not just educational settings. Children develop social skills among their peers in school, we should be encouraging and supporting this in ALL children. We should strive towards an inclusive education because In turn I believe that this will prepare our children for an inclusive society in which all people have a role.
Ainscow,M. ,Booth, T. ,Dyson, A., 2006. Inclusion and the standards agenda: negotiating policy pressures in England. International Journal of Inclusive Education, [online] Available at: http://www.humanities.manchester.ac.uk/medialibrary/edutest/files/cee/intern_jounal_of_ied_paper_2006.pdf [9/03/16]
DFES,2001. Inclusive Schooling Children with Special Educational Needs. [pdf] DFES Publications. Available at: https://www.gov.uk/government/publications/inclusive-schooling-children-with-special-educational-needs [9/03/16]
Lindsay,G., 2007. Educational Psychology and the effectiveness of Inclusive Education/mainstream. British Journal of Educational Psychology,[online] available at:
Kayleigh good use of policy to help position your practice.
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