Inclusive schools inclusion models

Figure 3.1 General Inclusion Model for a primary school (Depending on size)...

Key factors to consider when developing inclusion models, both in primary and secondary schools are ... 

We used a balanced mixed methods approach to collect data from members of three organizations Big Bank, Big Store, and Big School. Two studies were strictly quaUtative (Big Bank and Big School). One study was both quaUtative and quantitative (Big Store). Two studies used a strictly appreciative frame (Big Store and Big School). Two studies inquiry focus was on individual experience (Big Bank and Big Store) the inquiry focus for Big School was the organization. Big Store also allowed an organizational focus. Consequently, the types of data (qualitative or quantitative), inquiry frames (traditional and appreciative), interview foci (the individual or the organization), and industries allowed us to develop a robust model of how inclusion is experienced in the workplace from the organizational member s perspective (Table 3.2). 

Through use of grounded theory, we developed an emergent model of Ubuntic inclusion. Its content arose from analyses of the experiences of thousands of employees and leaders we encountered at Big Bank, Big School, and Big Store. In this chapter, we share with you other real-life examples of Ubuntic inclusion that we have observed. 

As a result of the move towards a more inclusive school and widening SEN to encompass a wide range of pupils with barriers to learning, the staffing stmctures and models by which inclusion services are delivered have changed. 

In my experience, it is important to create a best value/EfFiciency model for inclusion which is simple, easy to understand and effective. I have used the following model in schools and training with great success. 

Princess Margaret School (PMS) all-age school for physically disabled children which has re-modelled itself to the Somerset Inclusion Project... 

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