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

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Conclusions drawn from the research

The authors concluded that their findings supported those of other research as to the basic dilemma of an inclusive approach – the principle of equity (inclusivity) in education may conflict with the principle of excellence as measured by academic achievement. It may mean, for example, that schools with a high proportion of SEN pupils may lose academically able students to other schools which do not have a SEN 'label.'

This dilemma, they say, brings into question prevailing notions of effectiveness particularly whether a school is effective if it produces good academic outcomes, irrespective of social outcomes. The introduction of performance tables and the pressure to raise standards, they say, may mean that pupils with SEN may not be welcome in schools. The authors question whether schooling can be thus divorced from the social, cultural and political context in which the school is embedded.

In practical terms, the authors conclude that inclusion is not 'one single unidimensional variable' with one best course of action leading to an effective inclusive school. Even if a school is inclusive in some respects, exclusionary practice still occurs. Instead of examining schools to see if they are or are not inclusive, the emphasis should be on understanding the processes by which inclusion and exclusion operate in all schools in order to support inclusive practice in ways which are acceptable to all those most directly involved – including teachers, pupils and parents.

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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 Conclusions drawn from the research The authors concluded that their findings supported those of other research as to the basic dilemma of an inclusive approach – the principle of equity (inclusivity) in education may conflict with the principle of excellence as measured by academic achievement. It may mean, for example, that schools with a high proportion of SEN pupils may lose academically able students to other schools which do not have a SEN 'label.' This dilemma, they say, brings into question prevailing notions of effectiveness particularly whether a school is effective if it produces good academic outcomes, irrespective of social outcomes. The introduction of performance tables and the pressure to raise standards, they say, may mean that pupils with SEN may not be welcome in schools. The authors question whether schooling can be thus divorced from the social, cultural and political context in which the school is embedded. In practical terms, the authors conclude that inclusion is not 'one single unidimensional variable' with one best course of action leading to an effective inclusive school. Even if a school is inclusive in some respects, exclusionary practice still occurs. Instead of examining schools to see if they are or are not inclusive, the emphasis should be on understanding the processes by which inclusion and exclusion operate in all schools in order to support inclusive practice in ways which are acceptable to all those most directly involved – including teachers, pupils and parents.