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

This digest found in

What did the researchers set out to do?

This research was part of a project investigating inclusion in one South Western LEA which had adopted a policy of inclusion and was committed to making it work in practice.
The researchers set out to:

gain a better understanding of the personal views of key stakeholders in a secondary school about inclusion of pupils with additional needs; and
examine the school’s organisational response to the official LEA policy on inclusion.

They started from the belief that developing 'inclusive schools' is not an easy task and the process may be more complex than theorising and research in the field has originally assumed.

By examining exemplary inclusive practice at an identified 'effective' and 'inclusive' school, the authors hoped to uncover rich data about inclusivity in action, and to identify the factors that underlie successful inclusion.

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Inclusion > Inclusion in action: an in-depth case study of an effective inclusive secondary school in the south-ThuFeb191505362004 > What did the researchers set out to do?
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 What did the researchers set out to do? This research was part of a project investigating inclusion in one South Western LEA which had adopted a policy of inclusion and was committed to making it work in practice. The researchers set out to: gain a better understanding of the personal views of key stakeholders in a secondary school about inclusion of pupils with additional needs; and examine the school’s organisational response to the official LEA policy on inclusion. They started from the belief that developing 'inclusive schools' is not an easy task and the process may be more complex than theorising and research in the field has originally assumed. By examining exemplary inclusive practice at an identified 'effective' and 'inclusive' school, the authors hoped to uncover rich data about inclusivity in action, and to identify the factors that underlie successful inclusion.