As Clough and Garner (2003) suggest, if a child succeeds in one setting and fails in another, what has changed? In the move towards creating inclusive cultures. 'The Index for Inclusion' (Ainscow and Booth, 2002: 2011) provides indicators and questions to support school development strategies. In driving forward change a series of questionnaires support the self-review process for schools and practitioners. Fundamental principles underpinning inclusive education include:
- valuing all students and staff equally
- increasing the participation of students in the cultures, curricula and communities of local schools
- restructuring the cultures, policies and practices in schools to respond to the diversity of students in the locality
- reducing barriers to learning and participation for all students
- view difference between students as resources to support learning
- acknowledging the right of students to an education in their locality
- emphasising the role of schools in building community and developing values
- recognising that inclusion in education is one aspect of inclusion in society.
(Booth and Ainscow, 2002 cited in Armstrong 2012)
Transforming school cultures promotes an active engagement in learning and a sense of well-being for learners which are at the heart of current policy initiatives. Two key principles to remember in your practice are early identification and early intervention. Being able to identify barriers to learning and participation at the earliest opportunity will allow support strategies to be implemented in collaboration with colleagues across disciplines, such as health and social care.
This activity involves completing an ‘Indicators for inclusion’ template [.doc].
The indicators introduce key themes and draw on indicators published in the Index for inclusion (Ainscow and Booth, 2011) and Supporting Every Child (Walton and Goddard, 2010).
In the context of your own practice, phase of education and subject area, complete the template to identify indicators that guide inclusive practice.