Appraisal

published:February 2007

Inclusion and Pupil Achievement
Alan Dyson, Peter Farrell, Graeme Hutcheson & Filiz Polat
DfES Research Report 578 (2004)

Robustness
The study attempts to adopt as robust an approach as possible in this under-researched and complex area.  In conceptualising the research the authors comment in detail about the difficulties of disentangling the specific effects on attainment which are related to inclusion of pupils with special educational needs (SEN) and other factors associated with low attainment such as low socio-economic status, ethnicity and English as a second language. The authors also point out at an early stage the analysis does not consider the different types of disability, only the presence of a special need.

The study adopted three methods:

• a large-scale (over 2 million pupils) statistical analysis of the National Pupil Database for key stages 1-4
• 16 case studies of highly inclusive schools (half primary and half secondary schools)
• a review of relevant research literature.

Using multi-level modelling the researchers explored the relationships between inclusion and attainment in national tests and wider pupil achievements.  The study defined inclusion as the proportion of pupils in schools with SEN; it did not mean the propensity of schools to be inclusive. Because the large scale statistical analysis did not provide detail about what went on in schools, the researchers used the case studies to provide an in-depth look at how schools and teachers responded to inclusion issues. The illustrative material in the case studies also provided wider perspectives of student achievement to include behaviour and social factors.  The reliability of the case study findings was enhanced by the use of common data collection methods and of the same analytical framework.

Relevance   
The study findings are highly relevant in the context of the current debate about the potential impact of inclusion on school attainment, and thus of potential interest to policy makers, school leaders and teachers in both primary and secondary phases of education.

Applicability   
The researchers are careful to explain that the case studies do not constitute a record of ‘good practice’ in relation to inclusion. Nonetheless, the case studies do provide teachers with illustrations of school and classroom practices in contexts they would recognise. The study highlights practice which schools and teachers employ in highly inclusive schools at primary and secondary level. Examples of joint planning between teachers and teaching assistants, effective use of teaching assistants,  flexibility in the schools’ approach to structuring timetables for students with SEN, and teachers’ use of group work, provide a range of material for teachers and schools to consider in relation to their own practice.

Writing   
Teachers and other practitioners with a specific interest in this area will find the report accessible. The report is written in a jargon-free manner and the series of headings make the report straightforward to navigate. Statistical terms are kept to a minimum and technical data are presented in a way which the lay reader will find helpful.