Inclusion in action: an in-depth case study of an effective inclusive secondary school in the south-west of England

This digest found in

Inclusion

Authors

Avramidis Elias, Phil Bayliss and Robert Burden

Publisher

International Journal of Inclusive Education,Vol 6, No 2, 2002, pp. 143-163

Introduction

What is inclusivity and what challenges does it pose for schools and teachers?

Government policy in the UK supports the principle that children with SEN should, where possible, be educated in mainstream schools. The paper summarised here examines an LEA-identified 'excellent' inclusive school to see what 'inclusivity' is taken to mean. It also looks at who and what inclusivity covers, what constraints may bound it, whether it is effective, and whether such research can act as a blueprint for other schools.

The research suggests that:

the school was successfully building an 'integration' model of inclusive practice;
there were strong perceived academic benefits for included students, but less evidence of successful social integration;
successful implementation of inclusion required restructuring of the physical environment, resources, organisational changes and instructional adaptations; and
there was a need for ongoing professional development.

It was clear from the research that even a successfully integrated school encountered difficulties in becoming fully 'inclusive'.

The authors also highlight the dilemma facing schools: the conflict between equity for all, and the requirement to show strictly defined academic excellence. They suggest that this perceived conflict may continue to disadvantage the already disadvantaged.

Keywords:
United Kingdom; Inclusion; Special educational needs; Classroom organisation; School improvement; Teaching styles; Professional development; Secondary schools

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction Inclusion and school organisation: is this equity vs excellence? What did the researchers set out to do? The case study school How was the study designed? What the study found Conclusions drawn from the research Implications Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Inclusion in action: an in-depth case study of an effective inclusive secondary school in the south-west of England This digest found in Inclusion Send to a friend Word doc 60KB Printer friendly Collate for later Authors Avramidis Elias, Phil Bayliss and Robert Burden Publisher International Journal of Inclusive Education,Vol 6, No 2, 2002, pp. 143-163 Introduction What is inclusivity and what challenges does it pose for schools and teachers? Government policy in the UK supports the principle that children with SEN should, where possible, be educated in mainstream schools. The paper summarised here examines an LEA-identified 'excellent' inclusive school to see what 'inclusivity' is taken to mean. It also looks at who and what inclusivity covers, what constraints may bound it, whether it is effective, and whether such research can act as a blueprint for other schools. The research suggests that: the school was successfully building an 'integration' model of inclusive practice; there were strong perceived academic benefits for included students, but less evidence of successful social integration; successful implementation of inclusion required restructuring of the physical environment, resources, organisational changes and instructional adaptations; and there was a need for ongoing professional development. It was clear from the research that even a successfully integrated school encountered difficulties in becoming fully 'inclusive'. The authors also highlight the dilemma facing schools: the conflict between equity for all, and the requirement to show strictly defined academic excellence. They suggest that this perceived conflict may continue to disadvantage the already disadvantaged. Keywords: United Kingdom; Inclusion; Special educational needs; Classroom organisation; School improvement; Teaching styles; Professional development; Secondary schools