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

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Inclusion
Pupil grouping and organisation of classes

What did pupils and parents think?

Parents expressed a feeling of confidence in the schools. One parent observed that, Mark is full of life, happy. This means everything to us. Other boys call him at home.

A parent of a year 9 child interviewed in one school highlighted the important effect of extra-curricular activities in helping to maintain an ethos of inclusion:

Harry has higher self-esteem now. The trip on the barge was fabulous. For him to have the confidence to go was a real breakthrough....You see he was never allowed to go on any trips in his primary school.

One boy who was interviewed reflected the views of other pupils and parents when he made the following comment:

There is no bullying in this school...other people recognise my problem. I used to fight all the time in my other school when people called me names.

Pupils with special needs suffered examination pressures as did other children. The researchers observed that they seemed to understand the need to challenge themselves. A year 11 pupil with moderate learning difficulties commented:

When I came here (from a special school) they didn't think I could get any GCSE's but now they think I can get them. Before I came to this school I was ungraded but now I think I will pass.

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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 What did pupils and parents think? Parents expressed a feeling of confidence in the schools. One parent observed that, Mark is full of life, happy. This means everything to us. Other boys call him at home. A parent of a year 9 child interviewed in one school highlighted the important effect of extra-curricular activities in helping to maintain an ethos of inclusion: Harry has higher self-esteem now. The trip on the barge was fabulous. For him to have the confidence to go was a real breakthrough....You see he was never allowed to go on any trips in his primary school. One boy who was interviewed reflected the views of other pupils and parents when he made the following comment: There is no bullying in this school...other people recognise my problem. I used to fight all the time in my other school when people called me names. Pupils with special needs suffered examination pressures as did other children. The researchers observed that they seemed to understand the need to challenge themselves. A year 11 pupil with moderate learning difficulties commented: When I came here (from a special school) they didn't think I could get any GCSE's but now they think I can get them. Before I came to this school I was ungraded but now I think I will pass.