What does it mean to be an inclusive school?

last updated:March 2009

Some thoughts from Dr Rob Rodgers, SEN Planning and Development Manager for Education Walsall. Read about the general principles of inclusion and download guidance and practical examples.

General principles for inclusion

• Pupils know what they need to help them succeed: so give them a chance to tell you.
• Share what is praiseworthy: send good news home and to colleagues via email or postcards.
• Take a professional risk by teaching something in a new way – if it works, do it again and if it doesn’t work, don’t worry.
• Take the long view: pupils only spend a short time with each teacher – consider what came before and what will follow on from the stage they are at now.
• Raise the game: have high aspirations for yourself and all your pupils.
• Location, location, location: be clear about where your pupils are now, where you want them to be, and how you are going to get them there.
• Take responsibility: focus on what you, as teacher, have to do to remove barriers to learning.
• Focus on learning : ensure children and teaching assistants (TAs) know what is to be learned and how this relates to the intended task or activity.
  

The social model of inclusion

• Every child is valued.
• The child is not labelled with a condition – his or her strengths and needs are what they demonstrate.
• Barriers are identified and solutions developed.
• Training for parents and professionals.
• Relationships nurtured.
• Diversity welcomed; every child is included.
  

What does it mean in practice?

Inclusion is a continuous process which is concerned with identifying and removing barriers to the presence, participation and achievement of all children and young people, particularly learners who maybe at risk of exclusion, marginalisation or under-achievement.

Read on for some definitions:

• ‘Presence’ is concerned with children attending school or settings regularly, and on time, and whether they are included in out of school activities, and remain with their peers in the classroom for all activities.
• ‘Participation’  is concerned with the quality of children’s educational experiences, their self-esteem, and sense of self-worth, and whether they 'feel that they belong.'
• ‘Achievement’  is concerned with the full range of learning outcomes of children across the whole curriculum both inside and outside the classroom.  It cannot be measured by tests and examinations alone.