Count us in, Achieving Inclusion in Scottish Schools (html)

Count Us In - Achieving inclusion in Scottish schools

Introduction: why a report on inclusive education?

1.1 The terms 'inclusive schools,' 'inclusive schooling' and 'inclusive education' are being used increasingly in Scotland and beyond, both in educational research and in the development of education policy at local and national levels. This increased emphasis on inclusion is reflected clearly in the recently established set of national priorities for Scottish education.

1.2 The complexity of the issues involved has given rise to debate, particularly with regard to how schools relate to the wider social and educational context in which they operate. What can schools do to achieve the ideals of inclusive education? How can they reconcile pressures to deliver high overall levels of attainment with equal concern for individuals who are at risk of being marginalised or alienated from schooling? What can schools reasonably expect to achieve in the face of deep-seated economic and social disadvantage? The evidence of this report supports the notion that schools have an important contribution to make in the pursuit of inclusion, although to do so they need to be able to work in effective partnerships with other agencies.

1.3 The way in which terms like 'inclusive education' have been defined has been open to wide interpretation. It is important to develop a shared view of what inclusion means in practical terms. It is equally important to recognise that there is no single route towards inclusion that will suit all schools. The particular circumstances of the schools and the communities they serve will strongly influence the approach which is pursued within any single establishment. This report therefore does not seek to present a definitive picture. Rather, it is intended to contribute to our understanding of how the concept of 'inclusive education' can be applied in practice in all schools.

1.4 In the past, interpretations of the terms 'inclusive schools' and 'inclusive education' have often focused on including pupils with additional support needs, for example learning difficulties or social, emotional or behavioural needs, in the mainstream of schooling. Increasingly, however, a broader definition of 'inclusive education' is gaining currency in Scotland and beyond. This broader definition relates not only to pupils who have particular needs, but also to the entitlement of all pupils to receive a high quality experience from the education system. The key elements of this broader philosophy of education are not new, but they are being expressed more directly by many schools within statements of vision and in aims that promote specifically the school as an 'inclusive' institution.

An inclusive approach to education involves:

creating an ethos of achievement for all pupils within a climate of high expectation;
valuing a broad range of talents, abilities and achievements;
promoting success and self-esteem by taking action to remove barriers to learning;
countering conscious and unconscious discrimination that may prevent individuals, or pupils from any particular groups, from thriving in the school; and
actively promoting understanding and a positive appreciation of the diversity of individuals and groups within society.

1.5 Implementing this broader view of inclusion is not an easy matter. It requires that provision is planned to address a very wide range of needs within schools and within education authorities as a whole. Major challenges are presented, for example, by the need to address better the needs of pupils who are alienated or disaffected from school, or by the commitment to educating pupils with special needs in more inclusive ways. These are real challenges facing individual teachers as they try to ensure that the conditions are right for all pupils to achieve their best in their classrooms. Improving the extent to which mainstream schools can provide effectively for a wider range of needs is certainly part of the answer. Developing the range of specialist provision and support, as part of an integrated approach to providing an inclusive school system, is also an essential element in any overall approach.

1.6 The evidence base for the report includes:

evidence from visits by inspectors to a sample of primary, secondary and special schools which had been identified as illustrating good practice in a range of aspects of educational inclusion;
evidence of good practice, particularly in the sphere of support for pupils, from primary, secondary and special schools inspected as part of the HMIE inspection programme over the period 1998 to 2002;
evidence of effective practice in new community schools, and schools participating in alternatives to exclusion, early intervention and other initiatives;
views expressed in focus groups of headteachers of primary, secondary and special schools on the nature of inclusive educational practice; and
research on developments in inclusive schooling, commissioned by the Scottish Executive in August 2000, from the University of London, Institute of Education.

Chapter 2 sets the legislative, policy, educational and social context for developments towards more inclusive education in Scotland.

Chapter 3 identifies the characteristics of inclusive institutions, with examples of good practice in developing inclusion within primary, secondary and special schools in Scotland.

Chapter 4 sets out a series of possible indicators of successful outcomes for inclusive schools.

Chapter 5 sets out some key messages about inclusive approaches to education.

"We are as interested in the youngster who has survived despite all the odds and successfully takes his or her place in society, as we are in the youngster who successfully leaves us to go to the likes of Oxford or Cambridge. We are not particularly interested in short term gains through high profile one-off projects, more in the long game and using as many strategies as possible to meet the needs of our pupils."
Secondary headteacher

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