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

This digest found in

Implications

In completing this digest the authors began to ask the following questions about implications for practitioners:

Hunfley School managed to provide support for SEN pupils in the classroom and minimise pupils’ withdrawal from it. How closely do additional adults, for example, Learning Support Assistants (LSAs), work with you to help keep SEN pupils in the class? What do your LSA and other colleagues think would support them in this task?
The study highlighted the relative social isolation of SEN pupils transported in from far away. Could later transport home after extra-curricular activities be scheduled and provided for your pupils, to enable them to benefit from joining in these activities
Teachers in the study were clear that resources had to be sufficient to meet the needs of SEN pupils. If you have responsibility for resources in any aspect of the curriculum, how do you consider and cater for SEN within your budgetary constraints?
How confident do you feel in your ability to meet the needs of an increasingly diverse group of pupils? Do you feel you might benefit from professional development in any area of special needs?

In completing this digest the authors began to ask the following questions about implications for school leaders and governors, SENCOs and LEAs:

Teachers in the study noted that professional development and adopting new teaching methods could support successful inclusion. What kind of teaching skills are necessary for teaching a diverse population of students with different abilities and needs? How could schools’ professional development programmes take account of these?
What is the role of external experts in preparing staff to support students with additional needs, e.g: teaching strategies, differentiating the curriculum, behaviour, specific needs such as speech therapy?
Participants in the study raised concerns that their success in addressing inclusion could lead to being labelled as ‘good for SEN pupils’ and losing more academic pupils. To what extent can LEAs set up and support inclusive programmes across all schools, so as to address perceived conflicts between equity and academic excellence?
Procuring adequate resources and making changes to the physical environment of the school were highlighted in the study as being vital to successful inclusion. What mechanisms exist for ensuring that the needs of all pupils are considered and balanced when drawing up annual and five-year plans for spending?

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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 Implications In completing this digest the authors began to ask the following questions about implications for practitioners: Hunfley School managed to provide support for SEN pupils in the classroom and minimise pupils’ withdrawal from it. How closely do additional adults, for example, Learning Support Assistants (LSAs), work with you to help keep SEN pupils in the class? What do your LSA and other colleagues think would support them in this task? The study highlighted the relative social isolation of SEN pupils transported in from far away. Could later transport home after extra-curricular activities be scheduled and provided for your pupils, to enable them to benefit from joining in these activities Teachers in the study were clear that resources had to be sufficient to meet the needs of SEN pupils. If you have responsibility for resources in any aspect of the curriculum, how do you consider and cater for SEN within your budgetary constraints? How confident do you feel in your ability to meet the needs of an increasingly diverse group of pupils? Do you feel you might benefit from professional development in any area of special needs? In completing this digest the authors began to ask the following questions about implications for school leaders and governors, SENCOs and LEAs: Teachers in the study noted that professional development and adopting new teaching methods could support successful inclusion. What kind of teaching skills are necessary for teaching a diverse population of students with different abilities and needs? How could schools’ professional development programmes take account of these? What is the role of external experts in preparing staff to support students with additional needs, e.g: teaching strategies, differentiating the curriculum, behaviour, specific needs such as speech therapy? Participants in the study raised concerns that their success in addressing inclusion could lead to being labelled as ‘good for SEN pupils’ and losing more academic pupils. To what extent can LEAs set up and support inclusive programmes across all schools, so as to address perceived conflicts between equity and academic excellence? Procuring adequate resources and making changes to the physical environment of the school were highlighted in the study as being vital to successful inclusion. What mechanisms exist for ensuring that the needs of all pupils are considered and balanced when drawing up annual and five-year plans for spending?