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

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Inclusion
Pupil grouping and organisation of classes

How was the research designed?

The authors' aim was to describe successful practice in schools committed to inclusion. In order to do so they investigated successful inclusion policies and practices in five secondary schools with long-standing commitment to inclusive education, using a range of methods, including:

a survey of teachers;

interviews with teachers;

analysis of teacher log books;

observations of subject teachers; and

interviews with parents.

The authors conducted a survey among 268 teachers to find out what sorts of strategies subject teachers favoured in addressing inclusion. The authors also observed and interviewed eight teachers of five different subjects. Each teacher was observed on several occasions up to the equivalent of two full teaching days. A total of 48 observations and 24 interviews were carried out. The teachers also kept journals in which they logged what they did and their reflections on practice.

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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 How was the research designed? The authors' aim was to describe successful practice in schools committed to inclusion. In order to do so they investigated successful inclusion policies and practices in five secondary schools with long-standing commitment to inclusive education, using a range of methods, including: a survey of teachers; interviews with teachers; analysis of teacher log books; observations of subject teachers; and interviews with parents. The authors conducted a survey among 268 teachers to find out what sorts of strategies subject teachers favoured in addressing inclusion. The authors also observed and interviewed eight teachers of five different subjects. Each teacher was observed on several occasions up to the equivalent of two full teaching days. A total of 48 observations and 24 interviews were carried out. The teachers also kept journals in which they logged what they did and their reflections on practice.