Achieving high standards and the inclusion of pupils with special educational needs (Updated)

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Inclusion
Pupil grouping and organisation of classes

Does inclusion have an impact on school effectiveness?

All schools have been affected by the expectation by government, parents and school governors that they will raise academic standards. Large numbers of schools have developed policies which have sought to increase their effectiveness. More recently schools have also faced the challenge of including pupils with special educational needs (SEN) in mainstream schools. The authors suggest that whilst some schools have come to regard these challenges as incompatible, others have seen them as providing an opportunity to develop policies to improve the education of all their children. The authors acknowledge the view held by some schools and teachers that there is a clash between the principles that lie behind the move towards market-based reforms and the principles which underpin policies of inclusive education. In these schools the authors suggest that this perceived clash has produced tensions between:

inclusion and exclusion;

the education of individuals and the education of groups; and

equity and universal access on the one hand and academic excellence on the other.

The authors have identified a range of schools which do not see these principles as working in opposition, requiring commitment one way or the other. Rather, the authors maintain, these schools see the issue in terms of the challenge to be both inclusive and excellent.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction Does inclusion have an impact on school effectiveness? What did the researchers set out to do? Did inclusion affect pupils' achievement? How was learning support used? What concerns did staff have about inclusion policies and practices? What did pupils and parents think? How was the research designed? 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 Achieving high standards and the inclusion of pupils with special educational needs (Updated) This digest found in Inclusion Pupil grouping and organisation of classes Send to a friend Word doc 60KB Printer friendly Collate for later Does inclusion have an impact on school effectiveness? All schools have been affected by the expectation by government, parents and school governors that they will raise academic standards. Large numbers of schools have developed policies which have sought to increase their effectiveness. More recently schools have also faced the challenge of including pupils with special educational needs (SEN) in mainstream schools. The authors suggest that whilst some schools have come to regard these challenges as incompatible, others have seen them as providing an opportunity to develop policies to improve the education of all their children. The authors acknowledge the view held by some schools and teachers that there is a clash between the principles that lie behind the move towards market-based reforms and the principles which underpin policies of inclusive education. In these schools the authors suggest that this perceived clash has produced tensions between: inclusion and exclusion; the education of individuals and the education of groups; and equity and universal access on the one hand and academic excellence on the other. The authors have identified a range of schools which do not see these principles as working in opposition, requiring commitment one way or the other. Rather, the authors maintain, these schools see the issue in terms of the challenge to be both inclusive and excellent.