| What are effective ways of addressing inclusion in schools? |
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Research taster
Schools that effectively address issues of inclusion seem to share common features, such as supporting all pupils whatever their background to achieve, staff and school leaders are committed to the principles of inclusion, and to engaging collaboratively with research and evidence about practice. 
Your evidence
You might like to work with a partner and try adopting the roles of different people in school, such as pupil, teacher, head, general assistant. Notice how your behaviour and attitude subtly change between the roles. This may be manifested in: • posture; • tone of voice; • language; and • ideas about dress. Now discuss the modifications you made to behaviour and attitude. Can you explain how you judge what is required in the different roles and who might lack the skills to make such adjustments? This will help to explore your ideas about inclusion, how they are structured and reinforced in the different roles. Moving forward Now you have an idea of how the roles in school differ and the benefits that can be gained from an insight into them. You might like to take the opportunity, when it arises, to pair unlikely people to work together in your school, such as a NQT with the head, or a student and a teacher. This experience will give colleagues an insight into unintended excluding behaviours and how principles about inclusion are structured.  Find out moreYou can find out more about the inclusive school practices project at: http://www.tlrp.org/proj/phase1/phase1asept.html Find out more about the benefits of collaborative working at: http://www.gtce.org.uk/research/romtopics/rom_cpd/impactcpd/ |
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