Inclusion Programmes and Initiatives

In order to provide equality of opportunity, fulfil the inclusion agenda and to help all children achieve a high standard and reach their full potential, the government introduced the Special Educational Needs and Disability Act in 2001. This Act, linked to a revised SEN Code of Practice, took effect from January 2002. 

The Act strengthened the right to mainstream education for children who have statements, and sought to enable more children with special educational needs to be successfully included in mainstream education. Equally, where a parent wants a place at a Special School, their wishes should be taken into account. The new statutory framework for inclusion requires that  

The following principles and values are inherent in providing a quality education for pupils with SEN and useful for the school to use in a leaflet/information sheet for parents/carers  

The SEN Code outlines the stages that schools should put into place for identifying and assessing need, and the plans that must be written, reviewed and monitored. There are three stages  

School action - the various strategies and support that are available within the classroom and the school. 

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Other writers suggest that qualitative research methods such as careful observation have a contribution to make to the assessment of the situationally inappropriate initiations or responses known to contribute to low peer acceptance (Frederickson and Woolfson, 1987 47), which could be followed by helpful intervention programmes and changes in the classroom environment. This is borne out by some of the observations undertaken as part of the Inclusion Project research (reported in detail in Part II), an example of which is worth noting here since it bears on several of the points already made. The observations relate to Daniel, a boy in Y1 who has joined the class as part of the Inclusion Project. He is playing in the sand tray, when a little girl joins him they play in parallel for a minute or so, then ... 

The difficulty in assessing the effectiveness of patient safety interventions is the same as that for all programme evaluations it is difficult to find rigorous studies that measure programme effectiveness quantitatively. There have been a number of recent reviews of patient safety initiatives and their effectiveness. Morello et al. (2012) reviewed over 2,000 articles and found only 21 studies meeting their inclusion criteria for study rigour. They concluded that there is some evidence to support the theory that leadership walk rounds and multi-faceted unit-based programmes may have a positive impact on patient safety chmate. 

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