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

This digest found in

Inclusion
Pupil grouping and organisation of classes

Authors

Florian, Lani and Rouse, Martyn

Publisher

Cambridge Journal of Education, Vol. 31, No. 3, 2001 pp.399-412

Introduction

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

Schools have had to face major demands by parents, governors and government. These demands have arisen mainly from the expectation that they will raise the academic standards of their pupils. More recently, this expectation has been joined by a second, which is that children with special educational needs should be included in mainstream schools. How have schools responded to these demands, which, to many of them, seem to stretch resources in opposite directions? To see how schools committed to inclusive policies have tackled the issue of pupil diversity the authors investigated the inclusion policies and practices of five secondary schools. Their findings suggest that it is possible to combine an inclusive approach to education with the achievement of high academic standards.

Readers should note that whilst the journal article does contain some pupil outcome data, a detailed report containing original data can be found in earlier work produced by the authors for Barnardos. (Rouse and Florian, 2000)

Keywords:
United Kingdom; England; mixed sex; secondary schools; pupils; inclusion; school management; special educational needs; individual needs; mainstream schools; achievement

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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 Authors Florian, Lani and Rouse, Martyn Publisher Cambridge Journal of Education, Vol. 31, No. 3, 2001 pp.399-412 Introduction Achieving high standards and the inclusion of pupils with special educational needs Schools have had to face major demands by parents, governors and government. These demands have arisen mainly from the expectation that they will raise the academic standards of their pupils. More recently, this expectation has been joined by a second, which is that children with special educational needs should be included in mainstream schools. How have schools responded to these demands, which, to many of them, seem to stretch resources in opposite directions? To see how schools committed to inclusive policies have tackled the issue of pupil diversity the authors investigated the inclusion policies and practices of five secondary schools. Their findings suggest that it is possible to combine an inclusive approach to education with the achievement of high academic standards. Readers should note that whilst the journal article does contain some pupil outcome data, a detailed report containing original data can be found in earlier work produced by the authors for Barnardos. (Rouse and Florian, 2000) Keywords: United Kingdom; England; mixed sex; secondary schools; pupils; inclusion; school management; special educational needs; individual needs; mainstream schools; achievement