The word inclusion has been at the forefront of education for many years, particularly since the Salamanca report in 1994 which stated the need for all students to be educated in mainstream education wherever possible. However recent reports have noted that classrooms are still failing to create an inclusive environment (Ofsted, 2004) and teachers still fail to understand what inclusion really means. There is no wonder though, if you Google ‘Inclusion’ you will find a wealth of differing information that suggests many alternative meanings. Having read many of these models I have created a model that represents what I think Inclusion should look like.
To me the model I have designed at the top of this page looks at the heart of what makes an inclusive classroom/ school and in essence this starts with pupil presence in the classroom. This means students should spend the majority of their time at school in a classroom with their peers rather than spending time away learning on their own or in small groups. Once present in the classroom the student needs to participate in order to feel and be included in the activities. This means participating in the same activities as their peers, but adapting them so that they meet the individual needs of the student. Through effective participation, continual staff and peer training students will also become accepted in the classroom so that finally they are able to achieve. However achievement shouldn’t just be seen as academic attainment, but also the ability to develop and use important life skills and also to see personal growth in areas such as self-esteem, confidence and self-efficacy.
However there is no getting away from what makes a really inclusive environment and this is quality first teaching, which is why in the model you can see this surrounding all other aspects of inclusion. Furthermore inclusion relies heavily on the school ethos and a top down approach, which is why you can see this represented in the model. Finally you can also see community and this is because it is all very well creating an inclusive school but this would be nothing without the support of the local community.
So how do you achieve this model of inclusion? The first thing to point out is don’t be afraid to try and get things wrong, it is better to try than to do nothing at all and this is very prominent in the new SEND Code of Practice (2014). The Code of Practice sets out a model for supporting students with SEN in the classroom and the model is as follows:
Assess – As a teacher the students in your class are your responsibility, if you feel a student has additional needs, you should contact your schools inclusion team to make a referral. Reviews can also be made by parents or other school staff and all referrals should be taken seriously.
Plan – Where a student has an identified Special Educational Need (SEN) the parents should be contacted and worked with closely. It is also important to take the views of the young person on board. It is key to build these relationships with students and parents in order to provide successful support and in turn an effective inclusive environment. Inclusion teams are here to help you at this stage and should provide strategy sheets or IEPs (individual education plans) and information on any interventions that the student is about to take part in.
Do – At this stage the teacher and teaching assistants should work together to implement the strategies as listed on the student SEN profile. Your SENCO or inclusion team should always be on hand to help with ideas and it is ok to say if something isn’t working and to try something else.
Review – Students’ progress should be reviewed regularly, at most schools this should happen 3 times a year, but it is also a responsibility of the teacher to ensure progress is being made. Strategies and interventions should be reviewed regularly and it is important for teachers not to do this in isolation, but with other teachers, parents, the inclusion team and most importantly with the student.
Please look out for the next blog which will be offering practical tips on inclusive learning using the presence, participation, acceptance and achievement model.
References
Department for Education. (2014) SEND code of practice 0-25. London: HMSO.
Ministry of Education and Science (1994) The Salamanca Statement and Framework for Action on Special Needs Education. Spain: Ministry of Education and Science.
Ofsted (2004) Special Educational Needs and Disability: Towards inclusive schools. London: Office for Standards in Education.
Inclusion made easy 