Planning for Inclusion From 0 – 12 in a decade! L. Dillon August, 2006.
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Transcript of Planning for Inclusion From 0 – 12 in a decade! L. Dillon August, 2006.
Planning for InclusionPlanning for InclusionPlanning for InclusionPlanning for InclusionFrom 0 – 12 in a decade!From 0 – 12 in a decade!
L. DillonL. DillonAugust, 2006August, 2006
In the beginning…• One teacher’s experiences....• How we evolved from one to
twelve..
Inclusion in practice• School culture, ethos• School plan• Mission statement• Policies and procedures, including
identification, assessment and provision
• Clear working guidelines
Policies need People!• People centred approach-importance of
establishing a TEAM• Commitment from the top-to lead change in a
positive way• Recognition of specialists as a valuable
resource for the school• Roles and responsibilities discussed and
clearly defined • Active discussion , reflection and monitoring
vital
One size does not fit all..
School
Community
STUDENT
Family
Why is it working?vision
adaptable
collaboration
supported
resourced
goals
planned
Over to you #1• Acknowledging what's working
well ..• Reflecting on your own school,
think of current good practice regarding the provision of Inclusive education in operation.
• List examples and who/what is involved.
OFSTED, 2000•“ An educationally inclusive
school is one in which the teaching and learning, achievements, attitudes and well- being of every young person matters. Effective schools are educationally inclusive schools.”
EPSEN, 2004• Key points focus on the right to
inclusion, and our responsibility to make it happen.
• For a good summary of the Act, refer to the SDP version.
Over to you #2In your school,
1. Do any of the following need to be re-valuated/re-framed in the context of inclusion : school plan /mission statement /policies / procedures /resources /support available / information and communication procedures?
2. Is there an established method of transferring information?
3. What next?
Who’s Involved?• Everyone!!• Each teacher is
responsible ..• School must try
to foster a collective culture in order to create institutional change
students
parents
teachers
Ancillary staff
Support staffManagement
SENO
agencies, Relevant professionals
What’s Involved? Review …
• School culture, ethos• School plan• Policies• Procedures• Assessment process• Communication
strategies• Time given to planning• Time given for discussion
• Resources• Current provision• Specialist staffing• Support available• Choices offered to
students..• Transfer of information.. • Training for all staff• Barriers to progression..
Looking ahead…
TEAM
Collaboration investigation PLANNING
action monitoring
REVIEW
The practicalities..• Make TIME available for planning, meetings, feedback,
reviewing, planning..• Update/ reframe plans, policies, procedures as
necessary (including subject plans)• Ensure that appropriate policies and procedures are in
place to monitor student progress• Place SEN on the agenda for staff meetings and de-
jargonise the process!!• Ensure that everyone is aware of their roles and
responsibilities• Co-ordinate services and key personnel- this
information should then be made available to all staff
• Need to have an agreed approach to assessment, recording, consulting and reporting
• How to transfer sensitive information needs to be clarified
• RACE Awareness• EP awareness• Support ongoing training; utilise
support services
• Develop resource bank• Support information readily available?• Link personnel and support services• Requires leadership, communication, time• School will have to evaluate choices ,
timetabling, resources, support structures, where appropriate
• Needs a commitment to appropriate instructional responses , (differentiation)
• ANTICIPATE• PLAN
DFES, 2004• “ Inclusion is about much more
than the type of school that children attend; it is about the quality of their experience; how they are helped to learn, achieve, and participate fully in the life of the school.”
•“Who dares to teach must never cease to learn.”
•J.C. Dane