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