What is inclusion?
The term “inclusion” has had a number of meanings, often relating to disabled or disaffected children. Historically, it has often been used to mean either the moving of disabled children into the mainstream settings, or reducing the exclusion of other pupils from school.
Inclusion of disabled children
Historically “integration” was the term used in the 1980s, but this came to be seen as involving the “placing” of disabled children in a mainstream setting, without providing the support they required and “allowing” them to be there as long as they were able to fit into the existing systems and cultures. The term “assimilation” has a similar meaning in relation to race equality. It is now acknowledged that the inclusion of disabled children involves going much further, and changing the policies, practices and attitudes within the school.
| "Once the disabled child is in a mainstream setting, there should be an expectation that the school will change as a response to the contribution and participation of the child." Joe Whittaker "Inclusive Education versus Integrated Education" |
It has been recognised that for inclusion to be successful, the child and their parents / carers must play a full part in the process.
Inclusion of all pupils
More recently, inclusion has been seen as a process that is relevant to all children in a school, but particularly focusing on those groups who have historically been marginalised or have underachieved in our schools. It is also recognised to involve the way the school involves all parents / carers, staff and governors in its practices and decision-making processes.
| "Inclusion is integration on our own terms. You can do integration to us, but there can be no inclusion without us playing a full part in the process." Alliance for Inclusive Education - a partnership between disabled adults and the parents of disabled children |
| "Inclusion is seen to involve the identification and minimising of barriers to learning and participation and the maximising of resources to support learning and participation." Booth and Ainscow 2000 |
Ofsted is now inspecting “educational inclusion” and defines it as what has traditionally been seen as “equal opportunities”.
| "Educational inclusion"... is about equal opportunities for all pupils... it pays particular attention to the provision for, and achievement of, different groups of pupils." Ofsted 2001 |
Ofsted’s definition of the “group” is:
- Girls and boys, men and women
- Black and minority ethnic and faith groups
- Travellers
- Asylum seekers and Refugees
- Learners with "special educational needs"
- "Gifted and talented" learners
- Children “looked after” by the local authority
- Sick children
- Young carers
- Children from families under stress
- Learners at risk of disaffection and exclusion
Bristol LA’s definition
This more encompassing definition of educational inclusion relating to learners is summed up in Bristol LA’s Equalities and Educational Inclusion Policy and Framework as:
"The process by which all those who provide education - whether in schools, early years or lifelong learning settings - develop their cultures, policies and practices so as to include all learners. It is a crucial part of strategic planning for improvement. Educationally inclusive institutions are ones in which the learning, achievements, attitudes and well-being of all learners matter. They are able to engender a sense of community and belonging, and also offer new opportunities to learners who may have experienced previous difficulties. This does not mean that they treat all learners the same way. Rather, it involves taking account of learners' varied life experiences and needs.
Educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnic origin, religious belief, care status, impairment, sexuality, attainment or social or economic background. It pays particular attention to the provision made for, and the achievement of, different groups of learners.
However, it also goes much further, and is about tackling the underachievement and exclusion of groups who have been marginalized or disadvantaged in the past, through taking positive action and through the targeting of resources to ensure that they have their rights upheld."
Social inclusion
The term “social inclusion” is also increasingly used to cover the issues of young people who are marginalised and feel disenfranchised, and tends to cover initiatives related to reducing crime, community safety, and tackling teenage pregnancy and a number of regeneration initiatives.
| "Inclusive lifelong learning is the "only morally justifiable system." Ainscow |
What is an inclusive school?
Inclusion should always be seen as a journey where no school has arrived, as it involves the constant scrutiny and auditing of policies, procedures and practices, to ensure no groups are underachieving, being marginalised or excluded. Ofsted recognises that:
"Effective schools are educationally inclusive schools. This shows, not only in their performance, but also in their ethos and their willingness to offer new opportunities to pupils who may have experienced previous difficulties.
An educationally inclusive school is one in which the teaching and learning, achievements, attitudes and well-being of every young person matter.
The most effective schools do not take educational inclusion for granted. They constantly monitor and evaluate the progress all pupils make." (Ofsted 2001)
| "National research has shown that settings that develop inclusive cultures, policies and practices also raise achievement and the Department of Education and Lifelong Learning considers good equalities and educational inclusion practice to be the key to school improvement." Educational Inclusion and Equalities Policy 2003 |
An Inclusive School for BME pupils
Research and guidance nationally is quite consistent in identifying the characteristics of the schools that are most successful in closing the achievement gap between Black and minority ethnic pupils and their peers. These schools link all their work on race equality to their wider agenda of school reform, and it forms an integral part of their Single School Improvement Plan.
They are seen to:-
| "... complement their teaching and learning strategies with an equal emphasis on how their pupils are treated , the quality of the learning environment and the quality of relationships within it. They work on creating a culture of respect with an emphasis on real partnership with parents, teachers and pupils”. (Aiming High, DfES 2003) |
| “... Leadership and vision are crucial to raising standards and aspirations, and well led schools provide the best educational experience and the highest standards for all pupils. Headteachers, governors and senior managers (as well as middle managers) must understand the issues around minority ethnic achievement (Aiming High, DfES 2003) |
The characteristics are:
- Strong leadership: the Headteacher and senior teachers lead an effective strategy that is applied across the whole school.
- Effective teaching and learning: lessons are planned and delivered as effectively as possible with support provided for bilingual pupils, and teachers are able to reflect the cultures and identities of the communities represented within the school in their lessons.
- High expectations: every pupil is expected and encouraged to achieve their potential by teachers and parents. These expectations are underpinned by the practical use of data monitoring. Policies and exam results are monitored for their effect on particular groups of pupils to pinpoint and tackle underperformance.
- Ethos of respect with a clear approach to racism and bullying: there is a strong ethos and culture of mutual respect where pupils have their voices heard. There are clear and consistent approaches to bad behaviour, bullying and tackling racism across the whole school with a focus on prevention.
- Parental involvement: parents and the wider community are positively encouraged to play a full part in the life and development of the schools.
- Learning schools: Tikly, Cabellero, Haynes and Hill (DfES 2004) added a sixth element when looking at good multi-cultural schools, in relation to mixed heritage pupils, that they should be “learning schools”, which are:
| "Schools that are outward looking, open to new ideas and are able to constantly adapt to their changing ethnic composition and the needs of the local community. They promoted an ethos where teachers, parents and pupils felt able to discuss and exchange ideas related to race, ethnicity and barriers to underachievement in a climate of trust and respect." |
“There is no “pick and mix” – successful schools will seek to develop all these characteristics. Moreover they will link them to the wider agenda of school reform”. (Aiming High 2003)
An inclusive shool for children with SEN
Similarly, research into successful schools for pupils with SEN or disabled pupils identify similar key characteristics.
Booth, Ainscow and Dyson (1997), after observation in schools concluded inclusion is “... the process of increasing and reducing the participation of students in the culture, curriculum and communities of mainstream schools.” It has an emphasis on:
- school culture
- effectiveness
- transformational leadership
- schools as “learning organisations”
- teacher learning – enquiry and reflection
- collaborative planning
- student involvement
- celebrating success