Neighbourhood schools

Anotherfacetof two cultures -withaseparatesetof staff specifically and conspicuously dedicated for one set of students - is that contacts between parents and mainstream staff are more limited than they would be for the other children in the class. This is partly because the partner schools are not neighbourhood schools for many of the students, but also because mainstream staff rely on Inclusion Project staff to undertake the responsibility of parent liaison. This was noted as commonly in primary as in secondary schools. 

Having children attend their local, neighbourhood schools figured strongly in the earlier discussion as to what comprised inclusion . Several of the children in the Inclusion Project... 

While these early decisions were understandable and perhaps inevitable, given the organic nature of the growth of the Inclusion Project, future development of similar projects can perhaps learn from this of the probable benefits to be gained by the planned placement of ex-special school pupils at their neighbourhood schools. 

Families should be able to choose a well- supported and accessible place at a school in then-home neighbourhood. The neighbourhood school (as distinct from the resourced school) is especially important for the devel opment and maintenance of close relationships in the child s local community. 

Neighbourhood school attendance is preferable to resourced school attendance ... 

The distinctions between neighbourhood schools and resourced schools are discussed in chapter 1. 

In other words, resourcing a school so that it is particularly well equipped to accommodate children with certain kinds of disability. Doing this means that some children will not necessarily attend their neighbourhood school. 

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