Inclusive schools inclusion strategies

Training should be clearly linked to the school s inclusion strategy and policy. 

This team must be the cornerstone for the success and positive outcome of the inclusion strategy and policy. The role will vary depending on the context and size of the school. However, the key principles of the role with respect to strategic inclusion are ... 

This chapter looks at how measuring and evaluating the effectiveness and impact of your inclusion strategy and policy is an essential part of making inclusion happen. Self-evaluation is now key to the new OFSTED inspection framework. Shorter inspections will mean a much greater focus on the ability of schools to undertake effective self-evaluation. A range of self-evaluation approaches and tools are considered, and advice is offered on how to complete Self-Evaluation Forms. 

In this way, the school will be using existing stmctures and policies which have been contributed to by a range of staff, pupils and agencies, and with which they are familiar. If the inclusion strategy and policy have been thorough and well thought out, the evaluation should fall into... 

Our inquiry strategy was somewhat balanced one. We asked a primarily appreciative question, in that we positioned Big School as a leader with respect to diversity and with respect to inclusion. We wanted respondents to share their specific visions of what this would look like. However, we also asked a more traditional, or problem-centric question when we later asked what in their vision was not happening at the present time. 

One of the challenges that Big School faced was communicating inclusion-relevant data to various internal and external stakeholders. So, even those who wanted to make a difference didn t know the school s pain points or successes. This likely spurred this manager s vision that a more inclusive Big School has data that allows us to understand the retention issues associated with students of color and a retention plan with strategies to address empireal realities. ... 

LSU should provide targeted support within the whole-school Behaviour and Inclusion Policy and Strategy. 

The DfES Primary National Strategy includes Leading on Inclusion training material for staff in primary schools, but the framework can also be used for secondary schools. This material can be downloaded from the DfES Standards website www.standards.dfes.gov.uk. 

The Inclusion Team will be the most complex and varied in the whole school in terms of experience, knowledge, qualifications, roles and future aspirations. With the reforms in Children s Services and the new workforce and training strategies, the team will be able to work through this massive change agenda. 

There are many different approaches to self-evaluation and inclusion, with a range of tools, performance indicators and targets available to schools. It is important to adopt a self-evaluation strategy and a range of tools which best fit the nature and context of your school. Self-evaluation is about helping schools ensure continuous improvement and should not be undertaken solely for the purpose of inspection OFSTED recognises the importance of self-evaluation as a continuous process that is complemented from time to time by external inspection Every Child Matters - Framework for the Inspection of Schools in England from September 2005 - OFSTED, 2005). 

Does it fit into school/partnership tvider strategy for inclusion ... 

Stainback and Stainback (1990) have developed a similar list for schools and local administrators which emphasises strategies for promoting inclusive schooling. It includes the following ... 

If, then, the conclusion to draw is that effectiveness research is too general and unfocused, and that arguments for inclusion caimot therefore rest upon it, what might be the hypothetical characteristics of schools and classrooms which promote inclusion A number of experimental strategies and innovations to promote inclusion have been introduced recently, and the rest of this chapter will be devoted to exploring some of them, since many have implications for inclusion projects. 

In all the schools there was evidence of teachers appreciation of the value of groupwoik for the Inclusion Project students (and their peers), particularly as a strategy for involving the more isolated pupils in a less one-sided learning process ... 

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